The Effects of Frequency Division on Speech Identification in Children

Abstract

Identification and reaction time to frequency-divided speech were investigated in 50 elementary school children. Results demonstrated a decrease in mean corrected percentage scores as a function of three frequency-divided speech conditions. An increase in mean reaction time was observed as intelligibility decreased, but the reaction-time means were not significantly different. No specific trends were noted with respect to consistent consonant confusions when the most frequently missed words were compared to those that were never missed.