“Same” and “Different” Concepts and Children’s Performance on Speech Sound Discrimination

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Abstract
Thirty children four to eight years of age were tested with two speech-sound discrimination tasks. In one, they were asked to identify a pair of nonsense syllables as “same” or “different,” and in the other they were asked to repeat the syllable pair. The youngest children (mean age four years, seven months) scored better on the imitation task than on the “same-different” task, while the other groups (mean ages six years, seven months and eight years, six months) did not differ in their ability to perform either task. The youngest group differed from the two older groups in their score on the same-different task but not on the imitation task. Thus, the preschoolage subjects were thought to be unable to make the cognitive judgment “same” or “different,” although they were able to discriminate as well as the older children.

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