Abstract
Qualitative differences in coding verbal materials were postulated between normal- and impaired-hearing children. Acoustic similarity was used in two paired-associate lists differing in manner of pairings. The regression of performance upon hearing loss was significant for consistent pairings but not for inconsistent pairings. The results supported the hypothesized qualitative differences.
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The work reported herein was performed pursuant to Grant No. OEG-0-8-070837-1858 from the U.S. Office of Education, Department of Health, Education, and Welfare
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Allen, D.V. Acoustic interference in paired-associate learning as a function of hearing ability. Psychon Sci 18, 231–233 (1970). https://doi.org/10.3758/BF03335753
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DOI: https://doi.org/10.3758/BF03335753