A survey of children’s responses to the tautophone

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A SURVEY OF CHILDRENS RESPONSES TO THE TAUTOPHONE

BY MARIAN WHITE McPHERSON

Submitted in p a r tia l fu lfillm e n t of th e requirem ents fo r the degree o f Doctor of Philosophy in th e Graduate School, Indiana U niversity, June, 1949 ZQA

ProQ uest Number: 10295214

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Accepted by th e fa c u lty o f th e G raduate School o f Indiana U n iv e rsity as f u l f i l l i n g th e th e s is requirem ents f o r th e degree o f D octor o f Philosophy*

D ire c to r o f T hesis D octorate Committee

, Chairman

TABLE OF CONTENTS

C hapter

Im

Page

EmODUCTIOfJ...........................................................................

1

............. ..................

2

H is to ric a l Background o f th e Problem Foiraulation of th e Problem II#

III.

1

THE EXPERIMENT.... ......................

4

S ubjects Stim uli ....................................... Prelim inary Experim entation .......... Formal Experimental Procedure . . . . . . . . . . . . . . . . . . . . . .

4 5 7 9

RESULTS .........

16

Method of Handling th e D a t a 16 .............. 17 Number o f R epetitions of the S tim uli Length o f th e Responses ................................................................. 24 S tru c tu re of th e Responses ............ 3° ........... 37 Content of th e Responses P ersev eratio n in the S tru ctu re and Content of th e Replies .............. !£ C h a ra c te ristic s of P a r tic u la r Samples ............... 47 W.

V-

DISCXBSION •-............................

49

Subjects and Method by Which they wereSelected • • • • • In stru c tio n s ............ S u b je c t's Reactions to the Experimental Procedure *• Number of R epetitions .............................. Length of Responses ............... S tru ctu re o f Responses ......... Cont ent of Responses .......... ........................................• . * • R elationship between Themes and TemporalMeasures »•. .......... P ersev eratio n in th e Responses E ffect o f In d iv id u al Samples

49 51 52 54 57

CONCLUSIONS

............................

65

SUMMARY........................................................................................♦

67

BIBLIOGRAPHY............................................................................. ..

68

iv

59 60 62 63 64

TABLE OF CONTENTS

C hapter

Page

Appendix A: S tim u li Used in th e Experiment . . . . . . . Appendix Bs Apparatus Used in th e E x p e rim e n t Appendix C: S u b jects Observed in th e Experiment •• Appendix Ds Data D ealing w ith th e Number o f R epeti­ tio n s Required to O btain Responses • • . .......... Appendix Er Data Dealing w ith th e Length o f th e R e s p o n s e s ..................................................... Appendix F* Data D ealing w ith th e Content and S tru c tu re o f th e Responses ................ . . . . . . . . . .

v

?0 72

75 79 101 117

LIST OF TABUS

T ab le

I, II.

III*

IV V.

V I.

V II.

V III. IX.

X.

Page

THE ANALYSIS OF VARIANCE OF THE NUMBER OF REPETITIONS REQUIRED TO OBTAIN A RESPONSE IN SERIES AND SERIES B

19

THE DIFFERENCES AND CORRESPONDING- t VALUES BETWEEN THE MEAN NUMBER OF REPETITIONS REQUIRED FOR EACH OF THE SAMPLES AND FOR EACH OF THE AGE GROUPS . ..................

20

RELIABILITY STUDY GROUP: THE NUMBER OF SUBJECTS IN THE VARIOUS AGE, SEX, AND SERIES GROUPS; THE MEANS, STANDARD DEVIATIONS, STANDARD ERRORS OF THE MEAN NUMBER OF REPETI­ TIONS REQUIRED TO OBTAIN RESPONSES AND THE DIFFERENCES WITH THE CORRESPONDING t VALUES BETWEEN THESE MEANS . . .

23

THE ANALYSIS OF VARIANCE OF THE LENGTH OF THE RESPONSES IN SERIES ALAND SERIES B ...................................

25

THE DIFFERENCES AND CORRESPONDING t VALUES BETWEEN THE MEAN LENGTH OF THE RESPONSES TO EACH OF.THE SAMPLES, EACH OF THE AGE GROUPS, AND EACH OF THE SEX GROUPS . . . .

26

RELIABILITY STUDY DATA: THE NUMBER OF SUBJECTS IN THE VARIOUS AGE, SEX, AND SERIES GROUPS; THE MEANS, STANDARD DEVIATIONS, STANDARD ERRORS OF THE MEAN LENGTH OF RESPONSES AND THE DIFFERENCES WITH THE CORRESPONDING t VALUES BETWEEN THESE MEANS......................

29

THE RANK IN DESCENDING ORDER OF THE FREQUENCY OF THE PERCENTAGES OF EACH OF THE CATEGORIES IN THE INDIVIDUAL SAMPLES................................................................

36

THE NUMBER OF IDENTICAL SYLLABLES IN THE RESPONSES OB­ TAINED FROM TWO PRESENTATIONS OF THE STIMULI....................

2(5

THE NUMBER OF DIFFERENT CATEGORIES USED BY ALL SUBJECTS GROUPED ACCORDING TO THE NUMBER OF RESPONSES WHICH THEY GAVE.......................................................

46

THE FREQUENCY OF NONVERBALIZED AND NONSPONTANEOUS RESPONSES TO EACH OF THE SAMPLES ............

48

Vi

LIST OF TABLES

Table

0-1*

C -II.

C - I ir .

D -I.

D -II.

D -III*

D-IV.

E -I.

E -II.

Page

THE TOTAL NUMBER OF SUBJECTS, THE NUMBER IN THE RE­ LIABILITY STUDY 'GROUPS, THE NUMBER IN EACH SEX AND SERIES DIVISION, THE MEANS, RANGES, AND STANDARD DEVIATIONS OF THEIR CHRONOLOGICAL AGES EXPRESSED IN MONTHS AND THE PER CENT OF EACH OF THESE GROUPS OF SUBJECTS IN VARIOUS SCHOOL GRADES ................................ . . »

46

THE PER CENT OF SUBJECTS WITH THRESHOLDS AT DIFFERENT DECIBEL LEVELS BELOW THE MAXIMUM OUTPUT OF THE AMPLIFIER .......................................

77

THE NUMBER OF SUBJECTS OBSERVED AT VARIOUS HALF HOUR INTERVALS AND THE NUMBER AND PER CENT OF FOOD RESPONSES OCCURRING AT EACH OF THESE .......................

78

THE TOTAL NUMBER OF SUBJECTS IN THE VARIOUS AGE, SEX AND SERIES GROUPS AND THE MEANS AND STANDARD DEVIATIONS OF THE NUMBER OF REPETITIONS REQUIREDFOR EACH SAMPLE .

94

THE NUMBER OF SUBJECTS IN THE VARIOUS AGE, SEX AND SERIES GROUPS WHO RESPONDED TO EACH SAMPLE AND THE MEANS AND STANDARD DEVIATIONS OF THE NUMBER OF REPETI­ TIONS REQUIRED TO OBTAIN THESE RESPONSES

96

THE NUMBER OF SUBJECTS IN THE VARIOUS AGE, SEX, AND SERIES GROUPS WHO RESPONDED SPONTANEOUSLY TO EACH SAMPLE AND THE MEANS AND STANDARD DEVIATIONS OF THE NUMBER OF REPETITIONS REQUIREDTOOBTAINTHESE RESPONSES FOR THE VARIOUS AGE, SEX, AND SERIES GROUPS THE MEANS AND STANDARD DEVIATIONS OF THE NUMBER OF REPETITIONS REQUIRED TO OBTAIN RESPONSES TOALLSAMPLES............................

98

100

THE NUMBER OF SUBJECTS IN THE VARIOUS AGE, SEX, AND SERIES GROUPS AND THE MEANS AND STANDARD DEVIATIONS OF THE NUMBER OF SYLLABLES IN ALL THE RESPONSES TO EACH OF THE SAMPLES..................................... ........... ........................ ..............

112

THE NUMBER OF SUBJECTS IN THE VARIOUS AGE, SEX, AND SERIES GROUPS AND THE MEANS AND STANDARD DEVIATIONS OF THE NUMBER OF SYLLABLES IN THE SPONTANEOUS RESPONSES TO EACH OF THE SAMPLES........................................................................

114

v ii

LIST OF TABLES

T able

E -H I.

F -I.

F -II.

F -III.

F-IV*

F-V.

F-VI.

F-VXI.

Page

FOR THE VARIOUS AGE, SEX, AND SERIES GROUPS THE MEANS AND STANDARD DEVIATIONS OF THE NUMBER OF SYLLABLES IN THE RESPONSES TO EACH OF THE SAMPLES................................

116

THE NUMBER AND PER CENT OF ALL RESPONSES IN EACH OF THE EIGHT CATEGORIES FOR THE SUBJECTS IN THE VARIOUS AGE, SEX, AND SERIES GROUPS................................................*

118

THE NUMBER AND PER CENT OF ALL RESPONSES IN EACH OF THE EIGHT CATEGORIES FOR THE SUBJECTS IN THE VARIOUS AGE, SEX, AND SERIES GROUPS................................................ .

120

THE NUMBER AND PER CENT OF SPONTANEOUS RESPONSES IN EACH OF THE EIGHT CATEGORIES FOR THE SUBJECTS IN THE ■ VARIOUS AGE, SEX, AND SERIES GROUPS................................ .

123

THE NUMBER AND PER CENT OF SPONTANEOUS RESPONSES IN EACH SUBDIVISION OF THE EIGHT CATEGORIES FOR THE SUB­ JECTS IN THE VARIOUS AGE, SEX, AND SERIESGROUPS . . . .

125

RELIABILITY STUDY DATA* THE NUMBER AND PER CENT OF ALL RESPONSES IN EACH OF THE EIGHT CATEGORIES ON THE FIRST AND SECOND PRESENTATIONS OF THE SAMPLES................... TEE NUMBER AND PER CENT OF ALL RESPONSES IN EACH OF THE EIGHT STRUCTURAL CATEGORIES TO EACH OF THE SAMPLES.................................................. . ................................ . . . THE NUMBER AND PER CENT OF SYLLABLES IN THE RESPONSES TO EACH SAMPLE THAT ARE COMPLETELY IDENTICAL, THAT ARE IDENTICAL AT THE BEGINNING AND AT THE END OF THE RESPONSES........................................................

v iii

128

130

LIST OF FIGURES

F ig u ra

1. D-A* D-2. E-L.

P age

The P er Cent of Responses in the V arious S tru c ­ t u r a l C ateg o ries At Each AgeL ev el. . . . . ..................

34

The Number of R e p e titio n s Required f o r Each of the Samples i n S e rie s A and S e rie s B .. . . . ....................

30

The Number of R e p e titio n s Required At Each Age. Levdl i n S e rie s A and S e rie s B .................................

90

The Length of the Responses To Each of the Samples in S e rie s A and S e rie s B .....................................................

ix

103

CHAPTER I

INTRODUCTION

A.

H is to ric a l Background o f th e Problem The v erb al summator, a device designed to p re se n t successive

r e p e titio n s o f vowel sounds, was developed by B. F. Skinner in 1936 (12) as an aid to h is study o f la te n t speech.

Skinner hypothesized th a t th e

use o f u n stru ctu red s tim u li presented n ear th e th resh o ld of hearing m ini­ mized th e e x tern al s tim u li and r e s u lte d in th e e l i c i t a t i o n of a response on th e b a s is of i t s s tre n g th .

Such determ ination in d icated th e p o s s ib il­

i t y of using th e instrum ent as a p ro je c tiv e to o l.

M irray (7 ) incorporated

th e vowels in h is techniques designed fo r th e in d ire c t exposure of fan ­ ta s ie s but f a i l s to re p o rt a d e ta ile d a n aly sis of th e r e s u l t s .

Shakow

in 1938 ( I 0) reported th e p ro je c tiv e use o f th e summator in a compara­ tiv e study o f th e responses of normal a d u lts and sch izo p h ren ics.

In h is

published a b s tra c t th e re a re no s t a t i s t i c s to support h is conclusion th a t th e instrum ent re v e a ls d iff e r in g p r o f ile s f o r normals, hebephrenics, and p aran o id s. T irussell in 1938 ( 14) explored th e s e n s itiv ity of th e summator to d iffe re n c e s between normals and p sy ch o tics.

The r e s u lts in d icated th a t

a t l e a s t th re e c h a r a c te r is tic s of th e responses segregated th e normal from th e psy ch o tic but th a t none d istin g u ish ed among th e various psychoses. In 1940 Shakow and Rosenzweig (11) described system atic techniques f o r sco rin g responses obtained w ith th e d ev ice.

In o rd e r to avoid S k in n er's

th e o rie s o f la te n t speech, Shakow and Rosenzweig named th e instrum ent the

2

tautophone, a term which they b e lie v e to be "purely d e s c rip tiv e " . most re c e n t re p o rt is th a t o f Grings in 19^2 (3)*

The

This c o n s is ts of an

in v e stig a tio n o f th e d iscrim in ato ry v alue of th e tautophone among psycho­ n e u ro tic s, schizophrenics, and m anic-depressives.

Having analyzed te n

d iff e r e n t asp ects o f th e responses, th e experim enter found th a t s ix of th ese could d istin g u is h th e groups a t or below th e 30 P«r cent le v e l of confidence*

B.

Form ulation o f th e Problem The p re se n t study is an attem pt to provide d a ta concerning

c h ild re n 's responses to th e tautophone, inform ation which none of th e previous in v e stig a tio n s has included.

The prim ary aim is to discover

th e c h a r a c te r is tic s o f th e responses of monolingual su b je c ts , aged s ix through twelve y e a rs, to one o f two s e rie s samples, presented a t an

of te n u n stru ctu red speech

au d ito ry le v e l a t which th e su b je c ts re p o rt

meaningful s tim u li c o rre c tly on approximately f i f t y p re se n ta tio n s .

p er cent o f th e

P a rt of th e problem has been to id e n tify scoring d e te r­

m inants, i . e*, c h a r a c te r is tic s of th e responses th a t can be iso la te d and described q u a lita tiv e ly o r q u a n tita tiv e ly .

This involves th e estim a­

tio n o f th e d is tr ib u tio n o f th ese determ inants of responses in a sample o f th e c h ild p o pulation and th e c a lc u la tio n of t h e i r r e l i a b i l i t y a f t e r an in te r v a l of one month.

Such d ata form an e s s e n tia l prelim inary

to a v a lid a tio n study in

th a t th e n a tu re of the responses must be d e te r­

mined befo re they can be

comparedwith e x te rn a l c r i t e r i a .

The c u rren t

problem encompasses only a d e s c rip tio n o f th e responses and th e stim ulus cond itio n s accompanying them.

I t s prime purpose is th e obtaining and

3

d escrib in g o f the manner in which c h ild re n m anipulate u n stru ctu red speech samples*

I t does n o t involve an in v e s tig a tio n o f th e re la tio n s h ip of

responses to measures o f p e rso n ality * Eventual development of th e tautophone as a to o l fo r p e rso n a lity measurement would be advantageous because of i t s u t i l i z a t i o n o f the au d ito ry area*

The extension of p ro je c tiv e methodology in to th is sensory

m odality, in freq u e n tly used in such measurements, would allow an expan­ sio n o f s tu d ie s d ealin g w ith th e g e n e ra lity and g e n e tic constancy o f behavior*

I t would f a c i l i t a t e th e in clu sio n of one more asp ect of be­

havior in in v e stig a tio n s o f u n ifo rm itie s in developmental sequence and in various stim ulus situ a tio n s*

In a d d itio n to th i s research fu n c tio n , an

au ditory t e s t would f i l l a need fo r a c l i n i c a l instrum ent to use w ith su b je c ts who are v is u a lly handicapped*

The Rorschach, Thematic Apper­

ception, and B ender-G estalt t e s t s obviously cannot be used w ith b lin d subjects#

4

CHAPTER I I

THE EXPERIMENT

A* S u bjects 1*

C hildren Observed

The s u b je c ts f o r t h i s re se a rc h were 3^1 c h ild re n e n ro lle d in th e D e tro it P ublic Schools re p re s e n tin g a ch ro n o lo g ical age range from 72 to 155 months*

T h eir grade placem ents v a rie d from K indergarten to

8B, th e f i r s t sem ester o f th e e ig h th grade*

Id e n tify in g d a ta f o r th e

main experim ental and r e l i a b i l i t y study groups a re presen ted in Table C-I (Appendix C, T able I)*

These in clu d e th e t o t a l number of s u b je c ts , th e

number in each sex and s e r ie s d iv is io n , t h e i r ages, and grade placem ents*

2*

Method o f S e le c tin g th e S ubjects

The sampling o f th e c h ild p o p u latio n attem pted to o b ta in a re p re s e n ta tiv e cro ss s e c tio n o f s ix , e ig h t, te n , and tw elv e-y ear-o ld monolingual w hites w ith normal sensory equipment and speech behavior* The sample was s e le c te d from s ix schools recommended by th e school admin­ i s t r a t i v e o f f ic e because of t h e i r lo c a tio n in monolingual areas of th e c i t y and o f t h e i r p e rs o n n e l^ w illin g n e ss to cooperate*

By use o f e n ro ll­

ment card s th e experim enter id e n tif ie d in each o f th e se schools a l l sub­ je c ts who would be o f a p p ro p ria te age a t th e tim e a t which they could be observed*

Only rec o rd s th a t gave no evidence of speech or hearing d e fe c ts

and d escrib ed E n g lish as th e home language were included*

The names f o r

5 each, s e c tio n o f school c h ild re n were sep a ra te d by sex, arranged alphabet­ ic a l l y , and counted* tion*

A t o t a l of f iv e s u b je c ts was picked from each sec­

To a s su re approxim ately equal sex re p re s e n ta tio n th e experim enter

se le c te d a lt e r n a t e l y from th e s e c tio n s two boys and th re e g i r l s and th re e boys and two g ir ls *

The s u b je c ts were s in g le d out a t equal in te rv a ls e

from a l l th e a lp h a b e tic a lly l i s t e d names from each sex d iv is io n w ith in each s e c tio n .

For example, i f th e re were n in e p o te n tia l s u b je c ts in a

l i s t th e second, f i f t h , and eig h th were chosen*

I f a s e le c te d c h ild was

th e s ib lin g o f one p re v io u sly picked, th e name was discarded and th e next in a lp h a b e tic o rd er ta k en . Of t h i s main experim ental group, 121 were reexamined approxim ately 30 days a f t e r th e f i r s t s e s s io n . o r ig in a l sample by convenience*

These su b je c ts were s e le c te d from th e In c lu sio n in th e r e l i a b i l i t y study group

depended upon th e c h ild * s attendance a t th e tim e o f th e experim enter *s r e tu rn v i s i t to h is sectio n *

The s e c tio n s were sin g le d out f o r reexam­

in a tio n in term s o f th e g eo graphical lo c a tio n o f th e school, th e w illin g ­ ness o f th e a d m in istra tio n to co o p erate, e tc .

B.

S tim u li 1*

S tim u li R e se n te d to th e S ubjects

The s tim u li c o n s is t o f te n p a ir s of two d i g i t numbers and 20 d if f e r e n t vowel com binations.

The speech samples a re th e f i r s t 20 from

fa c e s ix S e rie s AM reco rd s compiled by Skinner (1 2 ). th e se comprise S e rie s A; th e second te n , S e rie s B*

The f i r s t te n o f The s e r ie s of s tim u li

p resen ted to each c h ild was assigned a lte r n a te ly as th e s u b je c ts were

6

s e le c te d .

Each o f th e speech samples is composed of combinations of two

of nine d if f e r e n t vowels separated and given a s tr e s s p a tte r n by th e addi­ tio n of two o r th re e unaccented n e u tra l speech sounds

a re l i s t e d in

2m

Method

of

q

sounds.

The a c tu a l numbers and

Appendix A.

Recording th e S tim u li

A ll stim u li were recorded by a male voice*

The d i g i t s , spoken w ith

as constant p itc h and loudness as p o ssib le , were so recorded th a t th e re ­ production o f each p a ir was separated by a th re e second in te rv a l* The accented vowels were a r tic u la te d w ithout in te n tio n a l changes in voice in f le c tio n o r loudness so th a t any d iffe re n c e s in p itc h and loud­ ness are m ainly an i n t r i n s i c fu n ctio n o f th e vowels them selves. th e 20 p a tte rn s was recorded in te n successive r e p e titio n s .

Each o f

D uplications

were made as nearly id e n tic a l as p o s sib le and occurred once every th re e seconds#

A fter th e tra n s c r ip tio n of te n r e p e titio n s , one fo u rth to one

h a lf inch o f th e record was l e f t uncut so th a t th e needle could be retuxmed to the beginning of the f i r s t r e p e titio n w ithout in te rru p tio n o f th e th re e second tim e in te rv a l* In order to avoid d is to r tio n of th e stim u li by record wear, copies of th e o r ig in a l s e t were tra n sc rib e d before i t was otherw ise played. Since th e d ig its were to speech sample

be

th re e s e ts o f

reproduced more freq u en tly

than anys in g le

numbers f o r each s e r ie s of

speech samples were

reco rd ed •

3*

Method of Reproducing the S tim u li

The stim u li were reproduced by a T raveler Phone A m plifier.

Thorn

7

needles were used and only very s lig h t record damage was n o ticed a t th e end o f 50 p lay in g s, th e maximum use given any one s e t of discs* In order to d escrib e and to d u p lic a te th e au d ito ry th re sh o ld s th e instrum ent was c a lib ra te d so th a t 13 d if f e r e n t d ecib el le v e ls below th e maximum loudness could be re a d ily id e n tifie d *

The f i r s t ten markings on

th e volume co n tro l in d icated decreases o f th re e d e c ib e ls each* of th e decrement u n its began to

The s iz e

in crease a t 20 d ec ib e ls below th e maxi­

mum loudness le v e l o f th e instrum ent*

The eleventh volume s e ttin g was a t

36 d e c ib e ls 9 th e next a t 2j2, and th e l a s t , or minimum loudness, a t 60* This p o s itiv e a c c e le ra tio n o f volume lo ss is ty p ic a l of th e o rdinary, inexpensive reco rd p lay e r and th e m anufacture of an instrum ent th a t de­ creases th e volume a t a uniform r a t e throughout i t s d ia l cycle i s expen­ s iv e f o r p r a c tic a l c l i n i c a l and lab o ra to ry work*

In view of t h i s , th e

p re se n t research anployed an a m p lifie r which is s im ila r to th o se th a t have alread y been used and may be used by in v e stig a to rs in th e future*

D etailed

d a ta concerning th e output o f th e a m p lifie r are presented in Appendix B* Recomputation o f th e output a f t e r th e completion o f 273 record playings gave th e same value as a t th e beginning o f th e experiment*

C* Prelim inary Exp eriment a t ion

1*

Subjects

The development o f th e formal methodology is based on th e obser­ v atio n of 31 ch ild re n of th e same age as th e main experim ental group b u t se le c te d by te ac h er convenience from a school serving a b ilin g u a l

8

neighborhood•

2*

Development o f th e Apparatus

P relim in ary experim entation revealed th a t th e n o ise le v e l o f th e school b u ild in g s was so v a ria b le th a t th resh o ld s changed considerably during any one session*

Those th a t were c o n s is te n tly m aintained occurred f r e ­

quently between 1|2 and 60 decibels*

volume markings between which re ­

s e ttin g s could not be r e lia b ly made*

In o rder to overcome th e noise v a ria ­

b i l i t y and to op erate w ith in th e d ia l range d if f e r e n tia tin g th re e d e c ib e ls , an in te rf e r in g n o ise was employed*

The source f o r th is was an induction

motor u t i l i z i n g fo u r c o ils to reduce th e speed below th e normal speed o f a s in g le phase induction motor* classrooms v a rie d from 5 ° be adequate*

55

The noise le v e l when o p eratin g in th e d e c ib e ls, a loudness e m p iric a lly found to

The instrum ent used to determined th e sound le v e l o f th e

motor is describ ed in Appendix B*

I t s loudness was recomputed a t th e same

time th e phonograph c a lib r a tio n was checked and found to be id e n tic a l w ith th e o rig in a l readings* The use o f th e in te rfe rin g n o ise produced a tendency on th e p a r t o f th e c h ild re n to move c lo s e r to th e phonograph in o rd er to hear more c le a rly * To prevent such changes in d ista n c e between th e s u b je c t and th e am p lifie r th e reco rd p la y e r was equipped w ith two p a irs of Brush C ry stal Headsets* These not only kept th e c h ild re n in t h e i r c h a irs but appeared to help them to s u s ta in t h e i r a tte n tio n *

These advantages were o f f s e t by th e r e tu rn of

th e d i f f i c u l t y in o b tain in g th resh o ld s w ith in th e th re e d ecib el c a lib r a tio n u n its of th e volume control*

Transm ission o f th e sound through th e ea r­

phones reduced th e e ffic ie n c y of th e in te rf e r in g n o ise so th a t most th r e s ­

9

holds o ccurred around 3 6 and lf2 decibels*

T herefore, in th e form al exper­

iment, earphones were placed on th e s u b je c t, sound was d e liv e re d through th e loud speaker end th e in te r f e r in g n o ise u se d .

Such ap p aratu s overcame

n o t only n o isy surroundings and th e use o f th e minimal p ro d u ctio n o f th e volume range b u t helped to m ain tain a c o n sta n t d is ta n c e between th e sub­ je c t and th e Sound source and f a c i l i t a t e d a tte n d in g to th e ta s k .

D.

Formal Experim ental Procedure

1.

P lace and Time of Experim entation

A ll o b serv atio n s were conducted in fu rn ish ed but tem p o ra rily vacant classro o m s.

A c h a ir was placed a d ja c e n t to and a t r i g h t angles to th e

ta b le a t which th e experim enter s a t .

One p a ir o f earphones was placed on

th e back o f

th e c h a ir which th e c h ild

occupied andan o th er on th e ta b le

in f ro n t o f

th e experim enter.

ta b le a t th e experim enter*s r ig h t

and about th re e phonograph,

On th e

f e e t from th e su b je c t

th e re c o rd s, and th e m otor.

was a screen which concealed th e Thus th e c h ild s a t acro ss th e

ta b le from th e experim enter but fa c in g th e sc re e n . In o rd e r to minimize communication reg ard in g th e experim ental pro­ cedure th e f iv e in d iv id u a ls w ith in any one school s e c tio n were examined su cc essiv e ly w ith in a s in g le in te rv a l between school recess p e rio d s .

A

frequency t a l l y o f th e tim e of day and h a lf hour in te r v a ls during which th e o b serv atio n s were begun is included in Table C -III. i f t e r a mean in te rv a l of 31.80 (or = 5 *20 ) days, 6l te n y ear o ld s and 60 tw elve y ear o ld s were again g iven th e s e r ie s o f speech samples th a t

10

th ey had p re v io u sly heard*

An attem pt was made to re p e a t th e o b serv atio n s

a t th e same tim e o f day as th e o rig in a l*

In f a c t th e 121 o b serv atio n s

s ta r te d on an average of *81 (cr = 2 *93) m inutes e a r l i e r th an th e o r ig in a l ones*

2*

S u b je c t's In tro d u c tio n to th e Task

The c h ild re n were asked by t h e i r teac h e rs to go in d iv id u a lly to th e assigned room to help th e experim enter f o r a b r ie f p e rio d o f time*

In

o rd e r to avoid in a c c u ra te s tr u c tu r in g th e te a c h e rs were to ld nothing o f th e n a tu re o f th e experiment* Each s u b je c t was to ld th a t i n te r e s t cen tered on d isco v e rin g some th in g s about th e way in which one hears*

Care was taken to avoid th e

im pression th a t th e s u b je c t was suspected o f a h earin g lo s s o r th a t a " te s t" was to be given*

In tro d u c to ry ran ark s were a lte r e d to meet th e apparent

comprehension o f each o f th e s u b je c ts , t h e i r i n i t i a l q u estio n s and g en eral a ttitu d e s •

3*

Eoimal Procedure Used With A ll S u b jects

A fte r th e se p re lim in a rie s th e follow ing in s tr u c tio n s were re a d : Here, I have a re co rd o f a man saying some numbers to you* W ill you l i s t e n to the man and t e l l me th e numbers th a t he is saying? They w ill s t a r t out n ic e and loud but w ill g e t s o fte n and s o f te r so th a t you w ill have to l i s t e n c a r e f u lly to be a b le to h ear th e man* Have you ever had earphones on b efo re? I f th e answer was n e g a tiv e , th e follow ing statem ent was made: I am going to l e t you l i s t e n to th e man through these* (In d ic a tin g th e in n e r p a r t of th e h ead set)

I f th e response was a ffirm a tiv e , th e experim enter said? Then you know a l l about them# The earphones were then placed on th e ch ild * s head and ad ju sted u n t i l th e s u b je c t agreed th a t they were com fortable#

The experim enter

then put on th e o th e r p a i r o f h eadsets and ju s t b efo re s ta r t in g th e phono­ graph said* Remember th a t th e numbers w ill g e t s o f te r and s o f te r so th a t you must l i s t e n c a re fu lly * Ready? T e ll me th e numbers as soon as you h e ar them* In o rd er to re in fo rc e th e v e rb a l suggestion o f th e earphones as th e sound source th e above in s tru c tio n s were immediately follow ed by th e p re se n ta tio n o f th e sound o f th e needle going over an uncut p o rtio n o f th e record* seconds.

This was d e liv e re d through th e headsets f o r approxim ately f iv e

Then, sim ultaneously th e motor was s ta r te d , th e sound source

sw itched to th e loud speaker, and th e reproduction o f th e d i g its began* The numbers were f i r s t reproduced w ith th e volume s u f f ic ie n tly loud to assu re c o rre c t r e p e titio n s o f th re e p a ir s o f d ig its *

A fte r th re e

consecutive p a ir s had been c o rre c tly rep eated th e volume was changed to th e next lower s e ttin g fo r th e p re s e n ta tio n o f the o th e r p a irs*

The volume

was then reduced u n t i l th e s u b je c t began to f a i l to re p e a t th e numbers c o rrec tly *

At th ese loudness le v e ls enough p a ir s of d i g i t s were presen ted

to assu re th e experim enter th a t th e c h ild could not rep eat more than two p a ir in succession* meaning*

This hearing le v e l was taken as th e th re sh o ld o f

I f two d if f e r e n t d i a l s e ttin g s met th e se q ju a lific a tio n s , th e lower

one was considered to be th e limen*

This th re sh o ld was v e r if ie d by reducing

th e volume to a s e ttin g a t which th e c h ild could h ear none of th e numbers*

12

Since th e th re e second in te r v a l between each p a ir o f d i g i t s allowed s u f f i ­ c ie n t tim e fo r th e reco rd in g o f th e responses, i t was n o t necessary to in te rr u p t th e record u n t i l a su b lim in al le v e l had been determ ined.

When

t h i s was reached, th e motor was shut o f f and th e sound o f th e n eed le going over an uncut p o rtio n o f th e record was retu rn ed to h eadset d e liv e ry f o r approxim ately f iv e seconds*

The follow ing in s tr u c tio n s were th en rea d :

Here, I have a record on which th e man is saying some words to you. He is no longer saying numbers but is saying words. He i s ta lk in g very low but he wants you to know what he i s saying so he w ill re p e a t th e same words over and over* When you f i r s t h ear him he w ill be ta lk in g so low th a t you w ill probably h ear j u s t h is voice — th a t i s , you w ill n o t be ab le to understand what he i s sa y in g . Remember th a t he i s saying th e same th in g over and over aM th a t th e lo n g er you l i s t e n to him th e p la in e r h is words w ill become* I s t h a t c le a r ? Your job is to keep lis te n in g to th e man u n t i l you know what words hd i s say in g . As soon as you know th e words, t e l l me. Ready? With th e instrum ent s e t a t th e th re sh o ld o f meaning, th e f i r s t speech sample was p re se n te d . out a l l te n sam ples.

This loudness le v e l was m aintained through­

Table C -II co n tain s th e percentage o f s u b je c ts in

th e v ario u s age, sex, and s e rie s groups w ith limans a t th e d if f e r e n t d e c i­ b e l lev e ls* Each s e t o f s tim u li was presented u n t i l a spontaneous response was given o r u n t i l 40 r e p e titio n s had been com pleted.

When a c h ild v o lunteered

a response, th e experim enter stopped th e reco rd p la y e r, noted th e number o f r e p e titio n s , recorded th e a c tu a l response, and p ra ise d i t as being in te re s tin g o r w ell heard*

I f no response was given a f t e r 40 r e p e titio n s

th e s u b je c t was d ir e c tly , "What was th e man saying?*

In those in sta n c e s

in Ttiich a r e p ly was then given, n o ta tio n was made o f i t s la c k o f sp o n ta n e ity .

Each sample a f t e r th e f i r s t was introduced w ith th e follow ing words Ready f o r another? This tim e th e man is saying something d iffe re n t# B efore th e te n th sample each c h ild was to ld : This i s th e l a s t one*

4*

In d iv id u al M odifications o f th e Procedure

In eleven cases i t was n ecessary to change th e volume c o n tro l a f t e r th e p re s e n ta tio n of one o r two samples#

The responses of e ig h t sub­

j e c ts were so s im ila r to th e speech samples th a t th e playing le v e l was reduced th re e d ecib els#

When two s u b je c ts re p o rte d th a t they could not

h ear any sound th e volume was increased th re e d e cib els#

E li c it a tio n o f

responses from one v eiy r e t i c e n t , f e a r f u l s ix y e a r old occurred only a f t e r th e d i a l s e ttin g was f i r s t ra is e d and then lowered to th e p re d e te r­ mined s e ttin g #

In computing th e d a ta in Table C—I I th re sh o ld s f o r a l l

th ese s u b je c ts were considered to be th e d e c ib e l le v e l a t which th e g r e a te r number o f speech samples were presented# I f a c h i l d fs responses showed a f a ilu r e to fo llo w a l l o r p a r t o f th e d ire c tio n s to s tr u c tu r e th e vowel sounds, th e experim enter m odified th e in s tru c tio n s to accord w ith th e s u b je c t's erro r*

These a d d itio n s were

made a f t e r each inadequate response and b efo re th e next speech sample was presented#

Common e rro rs w ith th e changes in in s tr u c tio n s were as follow s

Responses c o n s is tin g of numbers* "This tim e th e man is saying words#" Responses c h a ra c te riz e d in whole o r in p a r t by s in g le l e t t e r s o r nonsense s y lla b le s * " L e t's l i s t e n fo r the whole words th a t th e man is

14

saying •" I d e n tic a l responses given to two o r more speech sam ples: " L e t's remember th an th e men i s saying something d if f e r e n t each tim e#1* Responses v o lu n teered a f t e r only one o r two r e p e titio n s : " L e t's remember to keep lis te n in g u n t i l we a re su re o f what th e man i s saying*" Responses giv en b e fo re a l l heard p a r ts o f th e sample were assigned meaning*

" L e t's keep lis te n in g u n t i l we g e t a l l th e words th e man is

saying*" Responses e l i c i t e d only a f t e r th e com pletion o f 4^ r e p e titio n s and a d ir e c t q u estio n :

"Be su re to t e l l me as soon as you know what th e man

i s sa y in g •» F a ilu re to g iv e any response: " L e t's l i s t e n hard to g e t th e words th e man is saying#* Xf a t any tim e th e c h ild was app aren tly n o t atten d in g he was r e ­ minded to "L iste n ca re fu lly # *

Such an adm onition provided th e only in ­

sta n c e in which th e experim enter spoke during th e p re s e n ta tio n o f th e stim u li* O ccasionally th e experim enter m isunderstood v e rb a liz a tio n s

as in d i­

ca tio n s o f a completed response, e#g#, "He's saying 'L e t's go somewhere • •# * I h a v e n 't g o t th e l a s t word y e t *8 A fter in d ic a tin g th a t they had understood th e s tim u li two s ix y ear olds "fo rg o t i t " b e fo re re p o rtin g i t to th e experim enter#

In a l l th e se cases th e c h ild was requested to l i s t e n

ag ain , th e p lay in g o f th e stim u li resumed, and the t o t a l r e p e titio n s recorded* In numerous r e p lie s th e exact n a tu re o f th e responses was not c le a r#

15

In such cases inquiry was made immediately following th e questionable answer. I f a homophene was given, th e subject was asked to use the word in a sen­ tence or to s p e ll i t .

Reports th a t th ere were several meanings of the word

were followed by a request to id en tify the one the subject thought had been intended.

I f a reply contained nonsense sy lla b le s or sin g le l e t t e r s th a t

might serve as words in integrated speech, or words th a t the experimenter believed were not a p a rt o f th e subject *s vocabulary, th e ir meaning was r e ­ quested. I f a ch ild had given proper names he was requested, a f te r the pre­ se n ta tio n of a l l ten samples, to rev eal the f i r s t names of the members of h is fam ily.

I f a p a rtic u la r name was repeated in the responses but not

id e n tifie d in th e l i s t of fam ily names, the subject was asked i f he knew anybody by the name in question.

5.

Procedure in the R e lia b ility Study

At the second session the children were to ld th a t they had perfonned so e f fic ie n tly on the previous occasion th a t they were being asked to a s s is t the experimenter once more.

The procedure fo r estab lish in g the

thresholds and presenting the speech samples was id e n tifie d with th a t of the f i r s t sessio n .

No mention was made of the sim ila rity between the

records played a t the two periods unless a ch ild s p e c ific a lly asked.

The

response to such d ire c t questions was, "You tr y to decide a f te r you have heard them."

i6

CHAPTER I I I

RESULTS

A*. Method of Handling the Data P resen tatio n o f th e r e s u lts involves the consideration of four main aspects of th e re p lie s*

the number of re p e titio n s required to

ft

«

o b tain a response, th e length, the s tru c tu re , and the content of the responses*

The f i r s t o f these scoring u n its is a numerical ta l l y of the

number of times th e ch ild ren liste n e d to a stim ulus before stru c tu rin g it* This determinant is the only one of the fo u r th a t is not a c h a ra c te ris tic o f verbal responses p er se*

As a consequence the data dealing with the

number of re p e titio n s can be broken down into a l l presentations of the stim u li, re p lie s spontaneously given, and those th a t occurred only a f te r 40 re p e titio n s and a d ire c t question from the experimenter* Measurement o f the length of the responses is provided by a count of the number of sy lla b le s in each response*

The s tru c tu re of the

answers re fe rs to the meaningful and meaningless sounds which they con­ ta in *

These involve the percentage of English words, numbers, nonsense

s y lla b le s , and alp h ab etical le tte rs *

The content determinant is r e s tr ic te d

to meaningful responses and re fe rs to the d iffe re n t themes which the re p lie s contain and th e ir relationship: to various time in terv als*

In

succeeding sections of the paper the c r i t e r i a by which these determinants were iso la te d w ill be elaborated*

Since these th ree aspects deal with

a c tu a l responses th e r e s u lts can be analyzed with reference to only spontaneous and nonspontaneous structurings*

To th e extent th a t th e data allow , each of th e fo u r determ inants w ill be analyzed in teims o f age, sex, and s e rie s trends* c h a ra c te ris tic s of in d iv id u al samples w ill be noted* each o f th e fo u r scoring u n its w ill be presented*

P ecu liar

The r e l i a b i l i t y o f

The amount of perse­

v e ratio n , i* e*, the frequency of r e p e titio n s o f p a r tic u la r stru ctu res and themes i s also included among th e re su lts*

B* Mhmiber o f R epetitions o f th e Stim uli A

frequency t a l l y o f th e number o f re p e titio n s required to secure

responses approximates a Poisson d istrib u tio n *

Inspection of Figure

dep ictin g th e number o f re p e titio n s demanded fo r each o f the samples in both s e rie s , rev eals unimodal, p o sitiv e ly skewed curves*

Figure D~2

il l u s t r a t i n g th e required number a t each age le v e l, likew ise indicates skewness*

Tables B -I, D -II, and D -III d isclo se an approximately propor­

tio n a l re la tio n s h ip between th e means and standard deviations in each of th e 20 samples* stim uli*

In Table B-I are the data f o r a l l p resen tatio n s of th e

The number o f su b jects was adjusted in compiling Table D-II to

include only those who responded and in Table D -III only those who re p lie d spontaneously*

Table D-IV shows the means and standard deviations when

a l l samples are grouped and th e subjects divided according to age, sex, and se rie s*

Bata are included f o r a l l p resen tatio n s of the stim u li, a l l

obtained responses, and spontaneous responses*

These computations are

based on th e number o f responses ra th e r than the number of subjects*

18

The d is tr ib u tio n of th ese d ata p ro h ib its th e ap p licatio n o f con­ v en tio n al t e s t s o f significance*

In order to norm alize the d ata as much

as p o ssib le th e raw scores were transformed in to t h e ir square ro o ts and an an aly sis o f variance performed (13)*

In these computations f a ilu r e to

g iv e any response was assigned a zero score and th e number rep resen ts only those su b jects who a c tu a lly responded*

The r e s u lts o f th is an aly sis

are presented in Table I immediately following*

Since the d is tr ib u tio n

does not meet a l l the conditions e s s e n tia l f o r F te s ts th e r e s u lts are a t th e most suggestive o f age, sex, and sample trends in the data* to estim ate s ig n ific a n t d ifferen ces t values were determined*

In order In both

S erie s A and BB computations were made of the d ifferen ces between th e means o f each of th e te n sample scores derived from a l l su b jec ts, between each o f th e age group scores based on a l l samples, and between th e averages fo r th e t o t a l male and female groups*

The mean square discrep­

ance provided th e estim ation o f population variance and th e number included only those who responded*

The differen ces with the corresponding

t values are presented in Table II*

The following d escrip tio n o f s ig n if­

ic a n t d ifferen ces i s based on te s t s th a t are the most applicable of th e av a ilab le t e s t s o f significance*

Since th e i r use is not s t r i c t l y j u s t i ­

f ia b le the d e scrip tio n s o f d ifferen ces w ithin th e data are la rg e ly e s ti ­ mations of t h e i r significance* The number o f re p e titio n s needed to e l i c i t responses shows a con­ s is t e n t increase with age level*

This tendency, depicted in Tables B-I

through D-IV i s supported by the data of Table I I which suggest th a t a l l chronological increments may be s ig n ific a n t a t the one p er cent level*

19

TABLE I* THE ANAIXSIS OF VARIANCE OF THE NUMBER OF REPETITIONS REQUIRED TO OBTAIN A RESPONSE IN SERIES A AND SERIES B Sources Degrees of of V ariatio n Freedom

Squares Sum-

S ig n ific a n t F R atio s

Mean

1%

5%

S erie s A CO

age/age-sample 139*44 53*15 age/discrepance 3 0 2 .7 7 33*64 age-sex/dis crepance 6 .9 2 6.92 sample/age-sample l 63*79 21.62 sample/saxnple-sex 3 2 0 .9 4 2? *78 sample/dis crepance 8*37 9 *93 1832 3383*99 1.83

H

T otal Age Sample Sex Age-Sex Age-Sample Sample-Sex Discrepance

3946.22

3 9

S eries B Total Age Sample Sex Age-Sex Age-Sample Sample nSex Discrepance

1851

3 9

3652.17 266.07 122.55

1 3.27 24*39 3 2 5 .0 1 27 9 15.95 1793 3194.93

age/age-sample age/dis crepance age-sex/di s crepance 3.27 sample/age-sample 8.13 sample/sample-sex .93 sample/dis crepance 1.77 1.77

88*69 13.62

sex/sex-sample

20

rpAttT.tt xi# THE PINFERENCES AND CORRESPONDING t VALUES BETWEEN THE MEAN NUMBER OF REPETITIONS REQUIRED FOR EACH OF THE SAMPLES AND FOR EACH CF THE AGE GROUPS S e rie s A Compared Means Sample 1-2 1-3 1-4 1-5 1-6 1-7 1-8 1-9 1-10 2-3 2-4 2-5 2—6 2-7 2-8 2-9 2-10 3-4 3-5 3-6 3-7 3-8 3-9 3-10 4-5 4-6 4-7 4-8 4-9' 4-10 5-6 5-7 5-8 5-9 5-10 .

D ifference^

S eries B t

Sig*

*

Difference^

-.2 1 -.1 4 .97 -*39 2.77 V -.53 -*98 8.95 V -.5 4 6.88 -.80 -*97 V 6*88 -.9 7 -.72 v 6.17 -.8 7 v -*35 v -.30 -•95 6.74 — 1*22 -.6 8 8.65 v 8.16 -.81 1& -1.15 1.76 -.32 -.25 -.8 4 5.92 v -.33 -.8 3 v 5.39 -.59 -*83 5.85 -.51 v v -.7 3 -.1 4 5 .1 4 -.8 1 -.09 v 5.7 4 -1*08 7.61 v -.4 7 -1.01 -.60 7.11 . v -.0 1 4.21 v -.5 9 -.5 8 -.2 7 4.^7 v -•58 Vo -.19 4.14 .18 -.4 8 3.43 V -.5 8 4.03 V .23 -*83 Vo -.15 5.93 —.76 -.2 8 _5*43 . Vo .01 -.2 6 .07 .01 -*18 .07 .11 .19 .79 .22 .24 .03 -*24 -.1 4 1.73 -.1 7 ____ 1.22 ____ -.2 7 *00 •00 .08 .10 .72 .45 •02 .50 .1 4 *12 1.80 -.2 5 -.0 1 -.1 8 1.29 .10 £ -7 i .71 .37 6-8 •02 .42 .14 6-9 1.80 .04 -.2 5 -.1 8 6-10 -.0 9 1.29 $ A —sign in d icates th a t the second mean is sm aller than * Level of significance*

t

Sig.*

1*5° 3.81 1% 3.88 V 5*76 Vo 5*18 Vo 2.52 5% 2.14 5% 4.86 V v: 5.83 2*30 5% 2.37 5% 4.24 V 3*67 V 1.01 • 64 3.36 V 4.32 Vo .07 1.96 5% 1.38 1.30 1.65 1.09 2.04 5£ _ _ 1.88 1.30 1.38 1.73 1.01 1*97 . % .58 3.26 V 3.60 V .86 .07 2.68 Vo 3*02 V *29 ....* 65.,.. the f ir s t*

21 TABLE II#

(Continued)

S e rie s A

Sample 7-3 7-9 7-10 8-9 8-10 ........ 9-10

D ifference^

•Series B t *58 2*50 2*00 1.94 1.44 .80

6- 8, 6-10 6-12 8-10 8-12 10-12

.24 #6l .77 •37 •53 •16

2. 6l 6*56 8.28 4.35 6*l6 1.3k

Male-Female

#02

•32

Age

*

5% 5%

D ifference^

t

SLg.*

.05 -.3 3 -*46 -.38 -.51 .... - .1 3 .......

#36 2*37 3.33 2.71 3.67 .9 4

5% 1% 1% 1%

.25 .79 .95 .54 .70 •16

2*72 8.68 10.44 6.28 8.24 1.90

n 1% 1% 5%

1.45

n

1% n 1% n

ON

-.0 8 -.3 5 -.2 8 -.2 7 -.2 0 .07

S ig .

O•

Compared Means

s*

A - sign in d icates th at the second mean i s sm aller than the f ir s t# * Level of significance*

§

Sex d ifferen ces sig n ific a n t#

in the number of re p e titio n s are probably not

In spection of Tables D-I through D-IV shows in co n sisten t

v a ria tio n in mean score with sex* The o v erall te s ts of sig n ifican ce in Table I I tend to s u b sta n tia te th is# The number of required p resen tatio n s of th e stim u li tends to decrease with each sample throughout both series*

These decrements can

be seen in Tables D-I through D-IV# Their probable s t a t i s t i c a l s ig n if­ icance

i s outlined in Table II#

This indicates th a t in S eries A a l l

samples, except th e second when compared to th e f i r s t required r e lia b ly fewer re p e titio n s*

The same progression i s found in th e re la tio n sh ip of

samples two and th re e to th e ir successors*

Of the remaining 21 S eries A

22

comparisons, nine represent, a la rg e r second tio n *

sample o f a p a ir*

number of re p e titio n s f o r the

None o f th ese involve s ig n if ic a n t d if f e r e n tia ­

In S e rie s B th ere a re twelve instances of a higher number o f repe­

t i t i o n s in th e second sample*

In fo u r o f th ese , sample fiv e vs* seven and

eig h t and sample s ix vs* seven and e ig h t, th e l a t e r means exceed the © arlier ones*

The remaining eig h t are cases in which th e f i r s t average

re q u ire s a s ig n if ic a n tly g re a te r number of re p e titio n s *

These suggestions

o f s t a t i s t i c a l sig n ific a n c e re in fo rc e the decrement tren d found in S erie s A* Figures D -l and D-2 d isc lo s e g rap h ically a general uniform ity in th e req u ired number o f re p e titio n s f o r each sample and each age group*

In th e

p ro g ressio n o f d a ta from sample one through sample te n and age s ix through age twelve th e p o s itiv e skewness increases* Table I I I contains r e l i a b i l i t y d ata f o r th e number o f re p e titio n s required to secure responses*

I t l i s t s the means, standard d ev iatio n s,

and standard e rro rs f o r both th e f i r s t and second adm inistrations o f th e samples as w ell as th e d iffe ren ces between th ese means end th e correspond­ ing t values*

In determ ining these th e square ro o ts of th e raw data were

employed* The number of su b je c ts rep resen ts a l l those who were tw ice presented w ith the samples*

F ailu re to give a response to any sample on

e ith e r o r both occasions was considered to be a zero score*

Table I I I

rev eals th a t th e number o f re p e titio n s demanded on th e second p re se n ta tio n is probably e s s e n tia lly th e same as th a t o f the o rig in a l*

The only excep­

tio n s to t h i s are samples two and th ree in S eries A a t the te n year level* Decreases in sco re from th e f i r s t to the second p resen tatio n s are more freq u en t than increases* re p e titio n s *

In no case does th e decrease exceed 1*13

23

TABLE I I I . RELIABILITY STUDY GROUP* THE NUMBER OF SUBJECTS IN THE VARIOUS AGE, SEX, AND SERIES GROUPSTHE MEANS, STANDARD DEVIATIONS, STANDARD ERRORS OF THE MEAN NUMBER OF REPETITIONS REQUIRED TO OBTAIN RESPONSES AND THE DIFFERENCES WITH THE CORRESPONDING t VAIDES BETWEEN THESE MEANS Ago

S eries

Sex

‘ N S ta tis tic

1

2

Sample 3

4

10 M&F7"A" 30'Mean 1* SD)

5

6

3.56 4.04 3.32 2.96 2.65 3.04 1.72 1.47 1*54 1.44 1*52 1.39 m .3 2 .27 *29 .27 *28 .26 Mean 2* 2.76 2*91 2.53 2.98 2.80 3.10 sd 1.26 1.13 1.23 1.58 1.45 1.40 SEE *23 .21 *23 .29 .27 .26 D»* - . 80- 1.13 -*79 .02 .15 .06 t 2.00 3.32 2.14 .05 .38 .16 n

5%

7

8

$

10

3. I 6 3.07 2.59 2.98 1*52 1.54 1.55 I .63 .28 .29 .29 *30 2.60 2.87 2.62 2.41 1.44 1. 3911*48 1*18 .27 *26. .28 .22 -.5 6 -.2 0 .0 3 -.5 7 1.44 *51 *08 1.54

________________________

12 M&F

A30 Mean 1* 3*84 3*54 3-74 3*13 3*32 3*12 3*30 3.20 3.14 2.86 SD 1.19 1.89 1.54 1*51 1.56 1.31 1.40 1.10 1.20 1.14 SE .22 .35 .29 .23 .29 .24 .26 .20 .22 .21 Mean 2* 3.57 3-71 3.43 2.77 3*19 3*35 3.23 3.14 2.92 2.65 SD I .41 I .03 I .40 I .37 I .03 1.62 1.09 I .24 1. 0? .84 SE .26 .19 .26 .25 .19 .30 .20 .23 .20 .16 D** -.2 7 .17 -.3 1 -.3 6 -.1 3 .23 -.0 2 -.0 1 -.2 2 -.2 1 * *79 .43 .79 *95 .37 .59 .06 .19 .74 .81 _____________ S f g . * * » _______ ___________ ________ 10 M&F B: 31 Mean 1* 3.44 3.33 2.86 2.85 2.65 2.94 3 * o 6 3.04 2.87 2.90 SD 1.20 I .34 1.26 1.25 1.39 1*44 1.30 1.21 1.57 1*53 m .22 .25 .23 .23 .25 .26 .24 .22 .29 .28 Mean 2* 2.84 2.95 2.?8 2.56 2.65 2.76 3*18 2.$8; 2.84 2.51 SD) 1.44 1*48 1.45 1.45 1*30 1.37 1.36 1.36 1.44 1*10 SE. .26 .27 *27 *27 .24 .25 .25 .25 .26 .20 D** - . 60--.3 8 -.0 8 -.2 9 .00 -.1 8 .12 -.1 6 -.0 3 -.3 9 t 1.76 1.06 .23 .83 .00 .50 .34 *48 .08 1.15 _____________ Slg.»*»___________________________________________________ 12 M&F B 30 Mean 1* 3.80 3.23 3.52 3.02 3.11 2.79 3*48 3*14 2.79 3*U SD 1.51 1.74 1* 5 2 1.52 U & 1*41 !•§ ? 1.34 1.51 SEl .28 .32 .28 .28 .25 *25 .26 *30 .25 .28 Mean 2# 3*42 3*41 3*28 2.98 3.23 3.32 2.77 3*H 2.78 2.90 SD 1.31 1.27 1-22 I .33 1.55 1.37 1.45 1.32 1.15 1.47 SE .24 .24 .23 .25 .29 .25 .27 .25 .21 .27 D** -.3 8 .18 -.2 4 -.04,. .12 .53 -.7 1 -.0 3 -.0 1 -.2 1 t I .0 3 .45 .67 .11 .32 1.47 1.87 .08 . 03, .5 4 ___

*■ Mean of the f i r s t or second presentation, of the s tim u li. ** D ifference between means; a - sign in d icates th a t the second mean i s sm aller than the f i r s t . *#* Level of S ig n ifican ce.

24

£*

Length o f th e Responses In measuring th e length of the responses words were s y lla b liz e d in

th e same manner as Webster*s C ollegiate d ic tio n a ry (15 )•

Speech sounds in

non-word responses were counted as s y lla b le s when spoken as u n interrupted sound u n its* Figure 35-1, a p lo t o f th e number o f s y lla b le s in the r e p lie s o f a l l s u b je c ts , p resen ts a le p to k u rtic d istrib u tio n *

Table E-I shows th e mean

number o f s y lla b le s and standard deviations f o r a l l subjects separated in to age, sex, and s e rie s groups*

Table E -II s ta te s the corresponding

data f o r those su b jects who re p lie d spontaneously*

Table E -III contains

both th e to ta l and spontaneous responses with th e number representing responses, separated by age and series,an d a l l samples combined* The number o f sy lla b le s p er response was tre a te d by th e an aly sis of varian ce technique.

The r e s u lts of t h is analysis are in Table IV* These

computations are based on r e s u lts obtained from a l l su b jects to whom the speech samples were presented and on a l l responses, whether o r not sponta­ neous*

F t e s t s between a l l possible r a tio s ind icate th e p ro b a b ility o f

age, sex, and s e rie s differences*

In order to r e fin e the d e sc rip tio n o f

th ese d iffe re n c e s, t te s t s were made*

In both S eries A and B5, the mearn

d iffe re n ce s were computed between scores on each sample with a l l ages u n ited and also between age group scores with a l l samples combined* were also made between the male and female data* tio n s th e mean square variance*

T ests

In a l l these computa­

discrepance provided the estim ation of population

These d iffe re n c e s, with th e corresponding t values are pre­

sented in Table V;

25

TABLE IV* THE ANALYSIS OF VARIANCE OF THE LENGTH OF THE RESPONSES IN SERIES A AID SERIES B Sources Degrees of of V ariation Freedom

Squares

S ig n ific a n t F Ratios

Sum Meana

U

5%

Sferies A Total 1919 3549.16 Age 3 144*75 48*25 Sample 9 132*11 14.68 Sex 1 14*18 14.18 Age-Sex 8*99 3*00 3 Age-Sample 27 35*60 I .32 Sample-Sex 9 27*89 3*10 Discrepance 1867 3185.64 1*71

age/age-sample age/discrepance sample/age-sample sample/discrepance sex/discrepance

age/age-sex sample/sanple-sex

S eries B Total I 889 4024.60 Age 3 86.43 Sample 9 73.84 Sex 1 3.70 7*28 Age-Sex 3 Age-Sample 27 51.90 Sample-Sex 7*58 9 Discrepance 1837 3793.87

age/discrepance age/age-sex 28.81 age-saraple/discrepance sample/sample-sex 8.20 sample/discrepance 3.70 2.43 19.22 .84 2.07

26

TABLES V. THE DIFFERENCES AND CORRESPONDING- t VALUES BETWEEN THE MEAN LENGTH OF THE RESPONSES TO EACH OF THE SAMPLES * EACH OF THE AGE GROUPS. AND EACH OF THE SEX (SOUPS S erie s A Compared Means Sample 1-2 1-3 1-4 1-5 1—6 1-7 1-8 1-9 1-10 2-3 2— 4 2—5 2—6 2-7 2-8 2-9 2-10 3-4 3-5 3-6 3-7 3-3 3-9 3-10 4-5 4-6 4-7 4-8 4-9 4-10 .... 5-1T 5 -7 5 -8 5-9 5-10 o-7 6-8 6-9 6-10

D ifferenced -*23 -.6 1 -•37 - . i |2 -•97 -*80 -•73 —*62 -.7 1 -.3 8 -•14 -.1 9 -•6 4 -.5 7 -.5 0 -•39 -.4 8 •24 •19 -.2 6 -.1 9 -.1 2 -.0 1 -.1 0 -•05 -.50 -•43 -.3 6 -.25 -.3 4 -.4 5 —.38 -*31 -•20 -.2 9 .07 .14 .25 •16

S eries B t

S ig .

1.73 Zfa 4*59 2.78 1# 3*16 7.29 n 6.02 u 1% 5.49 4*66 5.34 2.86 2% I .05 1.43 2% 4.81 2% 4.29 3.76 n & 2.93 3.61 Ifo 1.80 1.43 1*95 1*43 .90 .08 - *7-5 *38 3.76 n 3*23 2.71 \% 1.88 2.56 n 3.38 n 2.86 * 1% 2*33 5% 1.50 2.18 5& •53 1.05 1.88 1*20

*

D ifference .11 .12 .47 .13 -*02 *56 .07 .36 .40 .01 .36 .02 -.13 .45 -.0 4 .25 .29 *35 .01 -.1 4 •44 -.05 .24 .28 -.3 4 -.49 .09 -.40 — .11 _ -.0 7 -.15 .43 -.0 6 .23 .27 .58 .09 .38 , ..4 2 ....

Hi

t .74 .81 3A18 .88 .14 3.78 .47 2.43 2.70 .07 2.43 .14 .88 3.04 .27 1.69 1.96 2.36 .07 .95 2.97 -34 1.62 1.89 2.30 3.31 .61 2.70 .74 .... .Jt/L. 1.01 2.91 .41 1.55 1.82 3.92 *61 2.57 2.84

S ig .

*

1%

2$ , 2%

2%_ u

u

5% 5%

2%

5% 1%

2%

1%

1% 5% W

# A «* sign in d ic a te s th a t the second mean is sm aller than the f i r s t . * Level of significance*

.

TABLE V*

(Continued)

Series A Compared Means Sample 7-8 7-9 7-10 8-9 8-10 9-10 Age 6-8 6-10 6-12 8-10 8-12 10-12 Male-Female Sample 1 2 3 4 5

6 7 8 9 10 $

*

Differenced •07 *18 •09 .11 .02 *47 •81 -*03 •34 •37 .17 •54 •54 *38 *35 •08 •00 •06 -.1 7 .18 -•14

Series B t

Sig.*

*53 1*35 •68 •83 •15 .68 5*3k

5*oo 9*20 •37 4*20 4.31 2.83 2.92 2.92 2.05 1.89 •43 •00 .32 *92 .97 •76

Differenced -•49 -.20 —*l6 •29 •33 •04 •33 •62 •37 •29 .04 .23 .09

n

1% 1% n M 1% 1% 1%

t

S ig /

3-31 1.35 1*08 1.96 2.23 •27 3*40 6.46 3.85 3.15 •43 2»73 1.36

1%

5% 5% 1% 1% 1% n 1%

A*— sign indicates th a t the second mean is smaller than the f ir s t* Level of significance*

Tables E-I, B -II, and E -III disclose an increment in the mean num­ ber of sy llab les per response with age level*

The t te s ts reveal in

Table V th a t in Series A the mean differences between age six and eight, s ix and ten , six and twelve, eight and ten, and ten and twelve are re lia b le a t the one per cent level*

In Series B r e lia b le discrepancies

are found between age six and eight, six and ten, six and twelve, eight «r>d ten,

ten and twelve* Although there are two inversions in the

data the trend is d e fin ite ly one of extension of response with increase in chronological age*

28

In both, se ts o f samples the g ir ls tend to give longer responses i » than th e boys* Only in Series A in reply to samples two, three, and four are s t a t i s t i c a l lim its of confidence met* The average number of sy llab les per response tends to vary with the sample*

In Series A a l l samples but number two have sig n ific a n tly sm aller

means than sample one* All but sample four and fiv e e l i c i t sh o rter responses than sample two* Sample four has an average number of syllables i

i

*

th at exceeds those found in samples six , seven, eight, and ten* Sample * * I fiv e producesre lia b ly longer rep lie s than six , seven, eight, and ten* In Series B th ere is more irre g u la rity than in Series A and as Table IV reveals the former has a la rg e r mean square discrepance than the la tte r* » » » In Series Bsamplesfour, seven, nine, and ten havesig n ific a n tly longer mean lengths than one; four, seven, and ten exceed two; and, four and seven are g re ater than th re e .

Other sig n ifican t increases are found in the means i

of seven and nine compared with six , and nine and ten compared with eight* *

i

l

S ig n ifican t decreases occur in the comparison of samples, fiv e, six , and * * eight with four, and seven with eight* The longer responses to samples one, I * two, four, and fiv e in Series A and to samples four and seven in Series B indicate th a t the v ariab le is one of sample rath er than series order* Table VI contains the r e lia b ility data for the length of the responses.

Failure to stru ctu re a sample in eith er or both experimental

periods was given a zero score*

Of the 40 comparisons of the number of

sy llab les in response to the f i r s t and second presentations, 31 show in creases.

Since only four of these are s ta tis tic a l ly sig n ifican t re ­

sponses of su b sta n tia lly the same length are obtained a f te r a mean in terv a l of 31*80 days.

29 TABLE VI* RELIABILITY STUDY DATA* TEE NUMBER OF SUBJECTS IN THE VARIOUS AGE, SEX, AND SERIES GROUPS? THE MEANS, STANDARD DEVIATIONS, STANDARD ERRORS OF THE MEAN LENGTH OF RESPONSES A3® THE DIFFERENCES WITH THE CORRESPONDING t VALUES BETWEEN THESE MEANS Series Sex

Sample N S ta tis tic

10 M&F A 30 Mean !♦ SD SB Mean 2* SD SE D** t

2

i.

3

5

6

3.37 ' .91 .17 3.63 1.22 .23 .26 .93

,3 .03 .71 •13 ,3 .03 1.11 •21 .00 .00

.3 .17 2*91:3.40 1.10 .89 :L.23 .20 *1T .23 2.67 3.10 ;3*33 1.16 .91 l . l l .22 *1T .21 -.50 .17 -.07 1.67 .71 .23

.3 .77 3.60 1.38 1.33 .26 .25 3. 9 3 ,3*93 ,1.53 *73 .28 .14 .16 *33 .42 1.18

3.20 .33 .15 .3.30 1.22 .23 .10 *37

.3.13 1.18 •22 3.30 .86 *16 .17 .63

4

1*43 *27 3*83 1*29 .24 .20 *56

4.27 .3 .00 ,3.60 1.46 1.00 1.02 .27 *19 .19 4.50 3.07 .3. 9a 1.69 • 93 1.71 .31 .17 .32 .23 .07 *33 •56 .28 *89

4*43 1*31 .24 4.50 1.12 •21 .07 .22

,3 . 8 7 ,3 .70 2.00 1.29 *37 *24 -4-97 ;4*0? ,1*45 1.29 .27 .24 1*10 .37 2*39 I .09

&+t>3

.

S is* * * *

12 M&F A 30 Mean 1* SD SB Mean 2* SD SE D** t &£•*** 10 M&F B 31 Mean 1* SB cm

Mean 2* SD SE D** t Sis#*** 12 M&F B 30 Mean 1* SD SE Mean 2* SD SE a** t Sig**** * **

%

3 .3 5 ; 3*77 *97 1.54 .18 •28 3*81 3.65 1.00 1.38 *18; .25 •4& -.12 1.84 .32

7

8

:3.13 .3.68 2.87 1.10 1.13 •1.18 I .25 1.21 .20 .21 .22 .23 .22 4.23 ,3 .68 .3 .61 .3.55 ,3 .39 .97 .89 .1 .04 1. 0 1 .1.38 .18 *16 .19 .18 .25 .62 .23 .48 -.13 .52 2.30 .88 1.66 .45 1.53 %

3.23 .3 .40 3.20 3.70 3*33 1.34 .92 1*30 1.19 *83 .25 .17 .24 .22 *15. 3.70 3.90 3.67 3.93 3.57 1.00 *98 1.16 .89 .72 .19 .18 .22 .17 .13 .47 *30 .47 .23 .24 1.52 2.00 1.47 .82 1.20

3.70 1.00 *19 3.60 1.02 •19 -.10 l3 Q k .37 3 *33 *94 *17 3.60 1.08 .20 .27

,3 .07 .96 .18 .3.10 1.22 .23 .03 .10

3 *53 :3 .47 .3.30 .96 .1 .36 1.06 .18 .25 .20 ,3 .37 .3 .80 ,3.67 *91 .95 •65 *17 .18 .12 -.16 *33 .17 . 64, 1.06 .74

< 4 .l6 .3 * & ;3*45

-4*87 .89 .3.49 1.50 .27 -.67 .72

10

9

2.87 1.41 •26 3.87 1*52 .28 1.00 2.56

-4.26 ‘3.15 .58 .3.87 .94 .17 -.39 .65

.3*55

.3. to .88 .16 .3.70 .69 .13 .10 ♦48

3.30 1.39 .30 ;3.90 1.04 .19 .40 1*14

.87 .16 .3.97 .69 .13 *42 2.10

%

Mean of the f i r s t or second presentation of the stim u li, D ifference between m e a n s a - sign indicates th at the second mean is sm aller than the f ir s t* *** Level of significance*

30

D.

S tru ctu re of th e Responses A ll the responses were separated in to various s tr u c tu r a l c a teg o ries.

C la ssific a tio n was evolved from an inspection of th e actu al responses with an em pirical discernment o f th e ir various contents and s tru c tu re s . process of in sp ectio n re su lte d in eight major d iv isio n s .

This

In four of these,

th e v a ria n ts of th e p rin c ip le categories were so d is tin c tiv e as to req u ire su b d iv isio n s.

An enumeration of the categories follows with a b r ie f de­

s c rip tio n o f th e hind of responses contained in each of them and the num­ bers which w ill be used in re fe rrin g to them.

1. Responses th a t were nonnumerieal or did not represent English words as presented by W ebster's C o lleg iate D ictionary (15): l a . Nonsense s y lla b le s : This class included a l l responses th a t consisted s o le ly of nonsense s y lla b le s . The sound an was in terp reted as an in d e fin ite a r tic le and i f p resen t, th e response was not incorporated in th is category. E. g . , i , ah, ohf; hecone. lb . A lphabetical l e t t e r s : This sectio n contained a l l responses th a t were made up of only alp h ab etical l e t t e r s pronounced as in the r e c ita tio n of the alphabet. The sounds b, c, i , o, u, r , and t were considered to be l e t ­ te r s when they appeared alone or surrounded by other l e t ­ ters* E. g ., i , 1, d; f , x, c . l c . Responses th a t might be alphabetical l e t t e r s or words: This subdivision embodied responses which might be e ith e r u n related l e tte r s o r integrated speech. E. i , o, uj r , u . 2 . Simple numerical responses: This type subsumed only cardinal numbers* I f surrounded by d ig its , th e sound £ was considered to be a d i g i t . I f the numerical re p lie s were accompanied by words or nonsense s y lla b le s , they were excluded from th is category* E. g ., 2, 5 ; 7» C> 7* 3.

Responses co n sistin g of nonsense s y lla b le s and numerical concepts: 3 a. Numbers and alph abetical l e t t e r s : This v a rie ty card in al numbers and alp h ab etical l e t t e r s . E. g ., w, 8. 5i 7, i ,

31

3b# Nonsense sy lla b le s and numbers: This sectio n included cardinal o r o rd in al numbers or words connotating numerical concepts combined with nonsense sy llab les# E# g#, 8 second hulled; 7 ah# 3c# Numbers with connective words: This type was charac­ te riz e d by numbers accompanied by conjunctions, preposi­ tio n s, a r t ic le s , and or alp h ab etical le tte rs # E# $#, 7 and a o; 7 of i# 3d# Numbers with nonsense sy lla b le s and words: This sub­ class contained words other than p rep o sitio n s, conjunctions, and a rtic le s # The determining c h a ra c te ris tic was the com­ b in atio n of numbers with nonsense sy llab les and words# I f alp h ab e tica l l e t t e r s were included with the numbers and words, the response was placed in th is section# E# g#, h a lf p a st two la ; a plus 8# 3 e. Words and numbers in unusual combinations: This sub­ d iv isio n included infrequently encountered word and number combinations# E# g#, 5 stone 3f 7 on on# 4# Nonsense sy lla b le s and word responses: 4a# Nonsense sy lla b le s with connectives, p rep o sitio n s, and or a r t ic le s : This sectio n was composed of nonsense s y lla ­ b les coexisting with conjunctions, prep o sitio n s, and or a rtic le s # I f alp h ab etical l e t t e r s were verbalized with the words, they were considered as nonsense sy lla b le s and the response placed in th is subdivision# E# g«, an e an i ; on a on# 4b• Nonsense sy lla b le s and words: This v ariety embodied words concomitant with nonsense sy llab les and or alphabet­ ic a l le tte rs # E. g#, her i a; over fo r i# 5# Responses involving words in unusual combinations: This category was composed of words used in p a tte rn s ra re ly , i f ever, encountered in spoken o r w ritte n speech# E* g*, pa sad ma; up aisle# 6#

Conventional word responses: 6a# Emotional responses: This subdivision incorporated words o r sounds th a t might in integrated speech be verbal responses accompanying emotional behavior# This c la s s if i­ c a tio n was s t r i c t and intended to include only common expressions# E» g#, ah hahS ho hum#

32

6b• Onamatopeoic words: This v a rie ty contained re p lie s c o n sistin g o f words rep resen tin g animate o r inanimate o b jects in action* I f the a c to r was id e n tifie d by only a sin g le word th e response was c la s s if ie d here* E. g ., tic k took; ding dong b e ll* 6c* Proper names: This se c tio n included e ith e r f i r s t or surnames* Admission to th is subdivision was not effected by th e in clu sio n of a personal pronoun in apposition to the name o r by a pronoun joined to th e name by a conjunction* E* g ., Barbara Ann? I , Evan* 6d* G reetings: This type was composed o f phrases th a t are conventional, freq u en tly heard greetings* Responses in some instances were elaborated by proper names o r by generic terms fo r members o f a family* E* g*, Good morn­ ing; Hi, mother* 6e* F arew ells: This subclass was characterized by phrases th a t a re conventional fa re w e lls . Such responses were in some cases embellished by proper names o r by gen eric terms fo r members of a family* E. £*, Good-bye, Elman; good night* 6 f. S ingle words: This subdivision consisted of sin g le words o th er than proper names, g reetin g s, or fa re w e lls. The only com plications were the occasional addition of an a r t i c l e before th e word or the re p e titio n of a sin g le word* Words hyphenated by Websterfs C olldgiate D iction­ ary (15) were considered as one word* Common contrac­ tio n s of s in g le words were in terp reted as sin g le words* E. g ., g i r l ; an a irp la n e; n ice, n ice; don*t. 6g* Conventional p hrases: This v a rie ty was made up of customary word combinations excluding proper names, g re e tin g s, and farew ells* I f th e succession of words could occur any place in speech the response was admitted to th is su b d iv isio n . E. g*, I a te ; I have mountain* 7* Word and number responses: This category involved words and numbers in conventional combinations such as dates, addresses, B ib lic a l r e f e r ­ ences, telephone numbers, and numerical processes. E. g*, problem 5* 8 tim es 8; Acts 7*5* 8* Nonsense responses to which meaning was assigned: This class c o n stitu te d those responses which did not have word s tru c tu re but to which th e su b jec t spontaneously assigned meaning. E. g*, adah (food); c u ttin i i (cu ttin g )*

33

The frequency of th e d iff e r e n t c ateg o ries in th e age, sex, and s e r ie s groups i s dep icted in Figure 1, immediately follow ing, and in Tables F -I through F-IV in clu siv e*

These re v e a l a high percentage of

nonsense and num erical responses*

C ategories one, two, and s ix are the

most freq u en t; th re e and fo u r do not exceed nine p e r cent; and, f iv e , seven, and e ig h t are rare*

The incidence of category one in th e responses

o f th e e n tir e group ranges from 24 per cent a t age s ix to 16 p er cent a t age twelve*

When th ese a re combined with th e s t a t i s t i c s fo r numerical

responses of 45 p er cent to 19 p er cent i t is apparent th a t from approxi­ mately tw o -th ird s a t age s ix to o n e-th ird a t age twelve of a l l responses are lacking in conventional word meaning*

The category s ix percentages

of 27 and 26 f o r th e t o t a l and spontaneous responses in ad d itio n to the fiv e p er cent co n trib u ted by category seven rep resen t the bulk of the meaningful r e p e titio n s in as much as word s tru c tu re s are found in lc , 3 c, 3d, 3©» 4a. 4b, and five* tiv e ly infrequent*

Of th ese, lc , 3c, 3&, 4©» and fiv e are r e la ­

Tables F - I I and F-IV in d ic a te th a t subdivisions la

and lb a re th e main determ inants in category one; th a t 3a &&& 3b are the im portant c o n trib u to rs to category th re e ; 4b responses ©re more preva­ le n t than

6g is th e b asic component of category s ix .

Tables

F -I and F - I I I d escrib e only s lig h t d ifferen ces between a l l the responses and those th a t a re given spontaneously. Figure 3, d isc lo se s an age d if f e r e n tia l in some of th e categories* The haamber of responses in category six increases with age and those in c a te g o ries one and two decline*

The sig n ific a n c e of th e percentage d if ­

feren ces in Tables F -I and F - I I I determined by referen ce to Wilks con­ fidence lim its (16) in d ic a te s th a t both th e decreases in category two

34

Nonsense and Number Responses

Category 2 Category 1

12

Levels Conventional and Unusual Word P attern s Responses w ith Assigned Meaning Category &

30-

Age Levels Fig* 1* The per cent of responses in the various s tr u c tu r a l categories a t each age le v e l

35 from age s ix to e ig h t, te n , and twelve and the increases in category s ix from age s ix to e ig h t, te n , and twelve are re lia b le *

The percentages

derived from a l l th e responses show th a t category one is s ig n ific a n tly higher a t age s ix than a t age twelve*

Figure 1 depicts th is as an irre g ­

u la r age pro g ressio n with an inversion between ages eight and ten* There are two instances of sig n ific a n t sex differences*

In both

th e spontaneous and nonspontaneous responses category two re p lie s are r e lia b ly more frequent among th e s ix and eight year old males than among the females* S ig n ific a n tly v a ria n t percentages between S eries A and S erie s B are rare*

The confidence lim its are exceeded among the d ata based on

both the t o t a l and spontaneous responses in category s ix a t age twelve, a lev el having a r e lia b ly sm aller frequency in S eries A* Among the sponta­ neous responses, category two occurs with a confidently higher percentage in S eries B* Table F-V contains r e l i a b i l i t y data which ind icate th a t the s tr u c tu ra l r e s u lts are e s s e n tia lly the same a month a f te r the o rig in a l p resen tatio n *

The la rg e s t percentage differen ces between the f i r s t and

second re p lie s is ten*

None of the v a ria tio n s are sig n ific a n t*

Table F-VT l i s t s the number and per cent o f each of th e categ o rical re p lie s to the in d iv id u al samples in both Series A and Series B* Table Vii enumerates th e rank order of the percentages fo r each sample* ta b u la tio n rev eals only s lig h t d ifferen ces among the samples*

This

Categories

one, two, and s ix have the th re e highest frequencies in each samplej th re e , fo u r, and seven rank next, and fiv e and eight are c o n siste n tly the le a s t numerous*

Category s ix ranks f i r s t

in samples three, seven,eight

n in e, apd te n in S eries Aand fo u r, s ix , seven, eig h t, nine, and ten in

36

S e rie s B» Table F—VI d isc lo s e s th a t th e percentage o f category s ix r e ­ sponses i s lower a t th e f i r s t samples and progresses w ith th e succession o f th e sauqples*

TABLE VII* THE RANK IN DESCENDINC ORDER OF THE FREQUENCY OF THE PERCENTAGES OF EACH OF THE CATEGORIES IN THE INDIVIDUAL SAMPLES

S eries A 1

2

3

2 6 1 3 4 7

2 6 1 7 4 3 5 8

6 l 2 6 1 2 3 3 4s 7 7 4 5* 5 8 8

5

8

4

5

- Sample 6 ? 8

1 l 6 6 6 1 2 2 2 3a 4 4 4 8 3 7 5a 7 7 5 5 8 8 8

6 1 2 3 4 7 5 8

9

10

qil

6 l 2 4 3 7 5 8

6 l 2 4 7 3 5a 8

6 l2 2 3a 4 7 5 8

6 2 1 3 4 7 8 5

6 l 2 4 5 3 7 8

2 6 1 3 4 7 5 8

S eries B 2 1 6 4 3 7 5 8

2 1 6 3 4 7 5a 8

2 1 6 4 3 7 5a 8

6 2 1 3 4 7 5 8

1 The frequency

2 l8 6 3 4 7 5 8

6 2 1 3 4 7 5 8

6 1 2 4 3 7 5 8

6 1 2 3 4 7 8 5

f o r a l l samples combined*

8 The frequency of th is category is equal to th e one l i s t e d d ir e c tly below i t *

37

E* Content o f th e Responses The conventional word and speech forms used by the su b jec ts are so b r ie f th a t a determ ination o f themes is very d if f ic u lt*

Th© g re a te s t concen­

tr a ti o n of such responses is seen in category s ix where the mean length o f a l l responses a t age s ix i s 2*71 - 1*05; a t age eight 3*09 - 1*22; a t age te n 3*30 - 1*27| and, a t age twelve 3*42 - 1*27*

The corresponding

s t a t i s t i c s f o r th e spontaneous responses are a t age s ix 2*75 “ l* °5 l a t age eig h t 3*09 ^ 1*23? a t age te n 3*27 * l» l6 j and, a t age twelve 3*48 * 1*25* This b re v ity makes im possible any system atic c la s s if ic a tio n of probable re fe re n ts o f th e responses*

The lack of context does not allow th e ir rep­

re se n ta tio n as more than a r t i f i c a l , nonsemantic sound units*

The o b jectiv e

technique f o r handling th e s in g le word responses in category 6f is th e ir ac tu a l enumeration which follows t a irp la n e (2) age a le and another (3) Appoline around at a te avenue baby (4) balloon* baton (2) behind b ird (2) boat bow boy/ brown car c ig a r (2) clothes cold

cow Cuba cup do dog (2) down downtown: (2) e le c tr ic ia n ever eye (2) fa r fin e (3) f i r e (2) firs t flew f ly g irl go green had happen here high (4)

house h u ll hurry ill introduction knives le ttu c e low m& me microphone mother my never nice nothing now (2) of o ff old (2) on (4) only or

outside pa papa (2) pepsodent phone p ie (2) plane (2) polka pond ra t ready (2) record remember road (4) run school sea (2) teacher th a t the (2) they up weeping w rite

38 C onsideration o f th e conventional word combinations, category 6g, does not f a c i l i t a t e th e task of determining the re fe re n ts*

Responses th a t

exemplify th e embarrassment are "the l a s t straw® and ®do not*®

Does th e

former r e f e r to a drinking u te n s il or is i t a slang expression?

Is th e

l a t t e r a command o r i s i t merely a word combination which the ch ild vo­ calized as th e only audible p o rtio n of a longer speech form ation?

Other

examples includes “b u t now;® “lovely aboutj® “where I;* “be high}* “they are;® “ I F who; ® and, “to each other*®

Many of th e phrases were so incom­

p le te th a t p re d ic tio n of ad justm ental events could in no way be inferred* For example, th e re were 24 responses co n sistin g so le ly of the phrase, "I am#® There were eig h t re p lie s th a t can be most ap tly characterized as enumerations*

Typical o f th ese are* * he, her;® "on and off;® and, “they,

t h e ir , and my*® In ad d itio n , th ere were several responses th a t might be used in referen ce to a c t i v i t ie s suggested by th e speech samples*

For

example, th e re were nine responses th a t could r e la te to the c h a ra c te ris ­ tic© of lin e s , l e t t e r s , o r words, such as “a big f a t o® and "now l e t t e r i*® There were 20 word combinations th a t probably involve the speech and hearing process*

These are illu s tr a te d by* ®say something;" "you heard;"

and, "can you talk?*

This frequency o f responses in which i t is d i f f i c u l t

to conceive o f th e speech as re la te d to problems of personal growth and so c ia l behavior is enhanced by th e re a liz a tio n th a t to th e responses in category 6g must be added those connectives, p rep o sitio n s, and conjunc­ tio n s which are the s o le word content of categories 3°

4n«

I t is

lik ew ise d i f f i c u l t to a sc e rta in in te rp re ta tiv e meaning from those remain­ ing categ o ries which contain word formations* lc , 3b» 38, 4b, and

39

fiv e *

The f i r s t o f th e se may rep resen t to th e su b je c t only disconnected,

a lp h a b e tic a l l e t t e r s and not semantic u n its* As a consequence o f th ese d i f f i c u l t i e s th e follow ing ta b u la tio n s o f v ario u s content c a te g o rie s is a r b itr a r y and denotes th e e x p e rim e n te rs concept o f th e most probable im p licatio n o f th e responses*

Since a com­

p le te d e s c rip tio n o f con ten t c la s s if ie d r e p lie s is im possible, th e f o l­ lowing count o f v ario u s themes does not include a l l th e responses b u t re p re se n ts th o se in which th e probable content was th e most lucid*

In

se v e ra l in stan ce s th e same answer is included in more than one category* I ll u s t r a t i v e o f th is is th e re p ly * a w hite t i e * which has been enumer­ ated both as a c o lo r and a clo th in g response* Of th e 740 r e p lie s in category 6g, 18 are most probably exclama­ tory *

These a re more e lab o rate than those o f 6a and include such phrases

as "a t last® and "hurrah f o r Atlantic*® are involved in 14 responses*

Comments about chronological age

The word school appears in te n r e p lie s *

G enerally f a m ilia r l i t e r a r y fig u re s or t i t l e s a re enumerated in fo u r in ­ stances*

R eligious themes occur nine times*

of 48 re p lie s *

Animal to p ic s are components

The names o f colors are a p a r t of 16 answers*

A rtic le s

of clo th in g have a frequency of 15* Mechanical o b jects are enumerated in 14 re p lie s * The in c lu sio n o f p h y s ic a l, p h y sio lo g ical, and psychological char­ a c t e r i s t i c s is frequent*

Anatomical fe a tu re s o r d e s c rip tiv e terms f o r

th e body such as ®a b ig high fellow® and "a big t a l l man® occur 14 times* Edible su b stan ces, food h an d lers, or cooking u te n s ils are components o f 39 re p lie s*

In

17 in stan ces th e re are in d ic a tio n s th a t e ith e r th e speaker

o r th e person addressed is lacking something, is indebted to someone, o r

possesses c h a r a c te r is tic s th a t are g en erally in te rp re te d as unfavorable* Atypical o f such r e p lie s are* “I am naughty;* "I haven*t;8 and, “you are a bad hoy*8 A ggressiveness, c h a r a c te r is tic of a t le a s t 18 of th e responses, was assumed to be p rese n t when th e words could connotate violence o r when an o b jec t amenable to aggressive use is named*

I l l u s t r a t i v e of th ese a re :

*a long razo r;* "commence f i r e ; " and, *1 caught you**

Possessiveness,

notefr on th e b a sis of words suggesting belongingness by th e speaker de«* curred 30 times*. These involved such phrases as "my supper;" "those are mine;* and, "what i s my fath er* s name?"

Possessiveness, elaborated by

th e presence o f second and th ir d person pronouns, has a frequency of 14* Exemplifying th ese a r e : "and your mother;" "you have a hose;" and, "he*s got a b o lt* "

In clu sio n of

u n it occur in 44 instances*

words connoting homes or members of a fam ily Evidence th a t e ith e r th e speaker o r the

audience is p erso n ally su p erio r, strong, or virtuous is in 26 of the phrases*

I ll u s t r a t i n g th ese a re : "I never lied ;* "I*m b ette r* n Connie;"

and, "you a re doing fine**

In nine instances th e responses are sugges­

tiv e o f a p lea san t fe e lin g tone such as "I*m fe e lin g good" and "you are grand*" Amorous themes occur in th e responses* encountered 19 times*

In one ad d itio n a l rep ly th is phrase is embellished

by th e ad d itio n o f th e ward "sweetheart*" th e

The phrase "I love you" is

In another f iv e instances

word you i s replaced by proper names* The unelaborated phrase "I

lik e you* occurs fo u r times* now o r too*

In one re p ly "mother* is su b stitu te d f o r "you*"

o th ers " it" replaced "you** "school*"

In two cases i t is appended by th e words In two

"^n th re e responses th e su b stitu te d word is

In an a d d itio n a l response th e m odification is "my papa*"

4*

Because th e s p e llin g of th e p a s t ten se o f some words is unique to th a t ten se th e frequency o f p a s t references has an o b je c tiv e b a s is f o r i t s tab u latio n *

This i s obtained by a sim ple

frequency count of th e

dumber o f responses having a d e f in ite ly p a s t reference*

This t o t a l is

found to be 63* In 102 r e p lie s e ith e r th e voice in fle c tio n or the combination o f words in d ic a te s a question*

In another 85 responses th e tone of the

voice o r th e word combination suggested commands* These were judged to be p resen t when th e word you was implied and th e phrase s ta r te d w ith an a ctio n word* The frequency of themes in category s ix can be ascertain ed from Tables F - I I and E-I7*

In a l l th ese re p lie s th e re are 38 "emotional*

responses, 62; n in e onomatopeoic words, 6b; 27 names of persons, 6c; 39 g re e tin g s, 6d; and, 18 fa re w e lls , 6e* The corresponding frequencies f o r th e spontaneous responses a re : 36 in 6a; nine in 6b; 25 in 60; 36 in 6d; and, 17 in 6e* The most common in th e f i r s t of th ese subdivisions i s th e sound ■ah" v ocalized w ith a varying number o f sy lla b le s* f o r 19 o f th e 39 responses*

This sound accounts

The next h ig h est frequency, te n , includes

such sounds as "hah hah" and "hah ho*"

A negative connotation, e* g*,

"ah fooey,* fynd "bah," c h a ra c te riz e s th re e of th e re p lie s* o f f e a r i s in th re e r e p lie s co n sistin g o f "ah boo*"

im p licatio n

The remaining four

responses a r e : "uh uh;* "ho hum;" "tah, ta h , ta h ;" and, *fe, f i , fo , fum*" The onomatopeoic words most freq u en tly reproduce mechanical ob je c ts in motion* The im ita tiv e noise of a t r a in was perceived in

42 two samples, those o f a b e l l in th re e , and of a clock in one* v en tion al

reproduction

The con*-

o f a donkey’s bray c h aracterize s one response*

The sounds Hf lip p e ty flop" c o n s titu te another reply* There a re 2? names o f persons in category 6c*

These also occur in

o th er d iv isio n s so th a t th e t o t a l number i s ra ise d to 62• meaning f o r th ese was denied in 46 responses# j e c t ’s own name was heard*

Personal

In eight re p lie s the sub­

Although a s ib lin g ’s name was perceived four

tim es, th re e such responses were given by one subject*

Aggression was

probably p resen t in th ese phrases in th a t they contain th e word shot*

In

two of them th e s ib lin g is th e injured and in the other, th e in ju re r* The su b jec t denied knowing anyone with the name of the s ib lin g ’s persecu­ tor*

In th re e instances th e names are id e n tic a l with o r s im ila r to those

o f school friends* of a friend*

In one o f these the perceived "rhymed® with the name

The m other’s f i r s t name was heard by one su b je c t who re p lie d

with the phrases "Margaret’s baby*® Of th e 39 g reetin g s th e most frequent i s th e phrase "how are you" exemplifying 19 o f th e responses* "hi® with a frequency o f eight*

The next most common involves th e word "Hello" has a t a l l y of five*

four perceptions o f the word "hey*" "good morning® once* ings and sample order*

There were

"How do you do" occurs twice and

There is no apparent re la tio n sh ip between the g re e t­ Each p o s itio n e lic ite d a t le a s t one g reetin g and

ten occurred in response to sample fiv e and seven to sample nine* The most frequent form of the 18 farew ells is "good bye" occurring 14 times*

Unlike th e g re e tin g s these comments appear to b ear a r e la tio n ­

ship to in d iv id u al sample* to sample ten*

That i s , twelve of th e farew ells were given

Of th ese, nine occur in S erie s B* These d ata can he

43 supplemented by th e in c lu sio n of the twelve concluding remarks occurring in category 6g*

Such comments involve inferences o f time and th e com­

p le tio n o f a c ts such as "tim e’s up," "what time is i t , " and " is th a t a ll? " Again, such r e p lie s occurred most freq u en tly to sample ten*

The S eries

A stim u li e lic ite d th re e such concluding remarks and S eries B, four* Thus, when conclusion r a th e r than th e iso la te d "good bye" is considered some o f th e s e rie s d iffe re n c e s disappear and the suggestion th a t con­ cluding remarks are re la te d to th e sequence in which th e samples are presented is reinforced*

That th e appearance of such responses i s a

fu n ctio n of a suggestion contained in th e in stru c tio n s is in d icated by th e f a c t th a t th e d ire c tio n s to each su b jec t included n o tific a tio n be­ fo re the ten th sample th a t th a t was the la s t to be presented* Another in d ic a tio n of sample d ifferen ces and p o ssib ly of th e ir order is found in a co n sid eratio n o f the amorous phrases* has th e h ig h est frequency o f such responses* 38, o r 58 per ce n t, occurred to sample ten*

Sample ten

In fa c t 19 of the to ta l of The remainder are d i s t r i ­

buted among samples th re e , fo u r, s ix , sevan,an8 nine*

Of those e lic ite d

by sample te n , 17 a re in S eries A* The time of day does not appear to be c lo se ly re la te d to food responses*

Table C -III l i s t s th e various h a lf hour in te rv a ls a t which

the s tim u li were presented and the frequency of category 6g food re ­ sponses during each o f th ese in te rv a ls*

The b a sis f o r grouping the

data i s th e time a t which th e experimental observations were begun* The ta b le d ep icts the food responses as infrequent*

They tend to in ­

crease during the l a t e r afternoon periods and are conspicuously reduced during th e two in te rv a ls ju s t preceding and follow ing th e lunch hour*

44

Ih reviewing th e content of th e re p lie s i t is in te re s tin g to note the 23 responses to which meaning was spontaneously assigned to verbal r e p lie s th a t were u n fam iliar to th e experimenter*

Of these,food, a g re e t­

ing, an animal cry, th e sound of a tr a in , and a proper name were each given once*. Other themes include c u ttin g (ten times)} musical inferences, surrender, w h istlin g , and a code language (each twice)* The r e l i a b i l i t y of th e content o f the re p lie s can be described by ta lly in g th e number of id e n tic a l responses given to th e same sample on each presentation*

In th re e instances one sample fa ile d to e l i c i t a

response on e ith e r p resentation*

Of the 2,395 responses obtained from

both p resen tatio n s 196 o r eig h t per cent of them are id e n tic a l*

The num­

ber of id e n tic a ls to S eries A is 112; to S eries B, 84} those given by the boys, 88} those given by the g i r l s , 108j by the ten year olds, 88} by the twelve year o ld s, 108* That i s , complete id e n tity is more frequent in S eries A, in g i r l s , and in twelve year olds* E laboration of th e r e l i a b i l i t y of the content of the responses comes w ith § count o f th e number of id e n tic a l s y lla b le s in the two re ­ sponses to the same samples*

In these computations Id e n tity was accept­

ed i f the sy lla b le s were the same and given e ith e r in a constant order o r separated by nonidenticals*

When rev ersals o f s y lla b lic order occur­

red constancy was not counted a t more than one point* Thus, the two responses " i f I am to* and " if I go too* were in te rp re te d as th re e id e n tic a l sy llab les*

having

The re p lie s "are you® and "you are* were con­

sidered to have only one s y lla b le in common* The r e s u lts of th is t a l l y are presented in Table YX1X This shows th a t a minimum of 29 per cent of th e s y lla b le s o f th e second p re se n ta tio n are Id e n tic a l with those of the

45

f irs t#

Although th e age, sex, and s e rie s d ifferen ces appear to be

s li g h t , th is measure of r e l i a b i l i t y places the g re a te s t amount of con­ stancy a t th e te n year le v e l, male, S eries A»

TABLE VIII* THE NUMBER OF IDENTICAL SYLLABLES IN THE RESPONSES OBTAINED FROM TWO PRESENTATIONS OF THE STIMULI

S eries A s Sex 10 10 10 12 12 12

M F MfF M F MKF

Number o f S y llables Id e n tic a l S y llab les 1034 996 2030 1073 1178 2231

%

416 284 700 262 398 660

40 29 34 24 34 29

326 366 692 346 358 704

29 32 31 32 34 33

S eries B 10 10 10 12 12 12

M F MfF M F MfF

1106 1156 2262 1084 1055. 2139

F# P erseveration in The S tru ctu re and Content of the Replies ■Perseveration was noticed in the responses#

I t can be presented

in a count o f th e number o f d iffe re n t categories or subdivisions individual subjects#

used by

A t a l l y of these, presented in Table IX, indicates

46

th a t t o t a l p ersev eratio n , i# e», th e use of only one content category does occur in approximately fiv e p er cent of the subjects# used a d iffe re n t category f o r each response#

No subject

The modal number employed is

th re e, P erseveration o f content can be described by a computation of the number of id e n tic a l responses given by each subject to th e d iffe re n t samples and by the number of responses s ta r tin g and the number ending with the same s y lla b le or sy lla b le s*

These data are presented in Table F-VII

which l i s t s the number o f these id e n tic a l answers fo r responses of varying length*

These computations reveal th a t from two to four p er cent of a l l

responses are id e n tic a l; from 15 to 30 per cent begin with the same sound} and, from eleven to 18 p er cent end with id e n tic a l sy llab les#

The general

uniform ity o f the percentages w ithin any one of the th re e d iffe re n t id e n tity categ o ries is broken only by the s lig h tly higher frequency of persev erativ e responses among the s ix year old males in both Series A and Series B#

TABLE IX* THE NUMBER OF DIFFERENT CATEGORIES USED BY ALL SUBJECTS grouped according to the number of responses which they gave

Number of Subjects giving Subjects 6

7 8 9 l0

Responses Responses Responses Responses Responses T otal

Categories Used 1 2 3 4 5. 8 7 8

0 1 1 1 1 0 l 5 31 17 51 334 381 ...... 20 58 3 4 9

1 0 1 0 2 1 7 9 80 65 91 7*5

1 1 3 5 67 77

0 0 2 2 37 41

0 0 0 2 14 16

0 0 0 0 3 3

47

($• C h a ra c te ristic s o f P a r tic u la r Samples At various p o in ts throughout the p resen tatio n of the re­ s u lts comments regarding s p e c ific samples have been made*

As an aid to

the s e le c tio n o f stim u li f o r fu rth e r research in te g ra tio n of these d ifferen ces is in order*

Those samples which tend to produce longer re ­

p lie s are one, two, fo u r, and fiv e in S eries A and four and seven in S eries B* This l i s t i n g needs co rrectio n to the extent th a t sample two in Series A and fo u r in S eries B both f a i l to e l i c i t a r e lia b le number of sy lla b le s on th e ir second presentation*

U n re lia b ility of th e length of

the responses would elim inate only two o th er samples, eight and ten in Series B* Those which a re most se n sitiv e to sex d ifferen ces in the length of th e responses are samples two, th re e, and four in Series A* In view of th e u n r e lia b ility of the number t t re p e titio n s required fo r both samples two and th re e

and the v ariab le length o f the responses to

sample two only fo u r would remain as a s a tis fa c to ry stim ulus fo r the pro­ motion of sex d ifferences* The appearance o f nonspontaneous and nonverbalized responses appears to be more a function o f th e order in which th e samples are presented than o f the in d iv id u al samples*

Table X in d icates the frequency of

the

lack of any or spontaneous responses to th e speech samples and shows a decrease in number with successive samples in both series*

The s lig h tly

higher incidence of both nonspontaneous and absence of verbalized re p lie s to samples one and two in S erie s A and sample eight inSeries B suggests some stim ulus d iff e re n tia l*

The v a lid ity in fu rth e r research of om itting

the l a s t two is reinforced by th e e a r lie r n o tatio n th a t they both f a i l to e l i c i t a r e lia b le length of response*

TABLE X* THE FREQ.UENCY OF NONVERBALIZED AND NONSPONTANEOUS RESPONSES TO EACH'OF THE SAMPLES

Nonverbalized S eries A B imple 1 2 3 4

5

6 7 8 9 10

Z

10 14 3 l 0 1 3 0 2 1 35

8 8 1 1 3 2 2 8 4 1 38

Nonspontaneous S eries B A 21 14 27 14 14 16 8 15 6 7 6 7 8 9 8 4 8 7 8 3 101 104

b CHAPTER IV

DISCUSSION

S ubjects and Of importance selves*

th e Method by Which They were Selected in appraising th e r e s u lts are the su b jects them­

The v a lid ity of t h e i r s e le c tio n depends f i r s t upon th e adequacy

of th e school records by means of which they were i n i t i a l l y contacted* These were probably accu rate in th e p ro v isio n of personal and fa m ilia l id e n tific a tio n data*

The school*s custom o f segregating d efectiv e

children makes i t probable th a t none of th e su b jec ts have severe hearing losses*

This is su b sta n tia te d by the d ata in Table C -II which show a l l

thresholds were w ithin 15 d ecib els

of one another and, with

th e excep­

tio n o f one p e r cent of th e twelve y ear o ld s, were w ithin a twelve decib el range*

The only speech ir r e g u la r itie s noted were occasional

sound om issions, s u b s titu tio n s , and d is to rtio n s among the s ix year olds* The procedure f o r d iv id in g the su b jec ts in to

approximately

equal age and s e rie s groups appears to have been s a tis fa c to ry * C-I in d ic ate s th e re were a t o t a l o f 190 boys and 191 g ir ls * was presented to

192 s u b je c ts , S eries B to 189*

As Table

S eries A

This e q u a lity lends

weight to any sex and s e r ie s comparisons th a t have been made* Lack o f th e tim e p ro h ib ite d an extensive sampling of th e elemen­ ta ry chronological age range*

The plan o f sin g lin g out c h ild re n a t

a lte r n a te years was adopted in order to extend the age span as much as p o ssib le and to make th e in v e stig a tio n more s e n s itiv e to any age le v e l

50 differen ces th a t might e x ist* The technique o f

picking only fiv e children from one sectio n and

only one member o f a fam ily was adopted to prevent communication about the speech samples but even th is precaution did not e n tire ly elim inate th e spread o f information*

Clear ind icatio n of exchange was given by

two s ix year, nine eig h t, and two twelve year olds*

These children re ­

sponded to the f i r s t d ig its with words although the usual, formal in stru c ­ tio n s had been c a re fu lly given and the d ig its presented a t a d is tin c tly audible level*

A p o ssib le d is to r tio n of 130 responses out of a t o t a l of

5,020 does not present a d ev iatio n s u ff ic ie n tly gross to negate the g en erally individual nature of the responses* In v e stig a tio n o f r e l i a b i l i t y was r e s tr ic te d to the ten and twelve year age le v e ls since th e s ix and eight years olds had a high frequency of nonsense responses and a low incidence of meaningful word combinations* More than 4° per cent o f a l l s ix year re p lie s were num erical responses, i* e*, category two* any age lev el*

This is the highest frequency fo r any category a t

Although the percentage of category two responses a t

year eig h t is lower than a t six , th e percentage decreases more between age eight and ten than a t any o th er point of comparison*

Likewise the

frequency of category s ix , conventional word combinations, v aries between fges eight and ten w ith an increment th a t represents th e second la rg e st age le v e l change f o r any type of response* Because o f th e exploratory nature of th is study an attem pt was made to secure a group lin g u is tic a lly homogeneous and favored*

The present

choice o f monolingual su b jects suggests s im ila rity in verbal experiences* That they are a c u ltu ra lly favored group is indicated by th e subjects*

51 4

residence in w hite, monolingual neighborhoods*

The recommendation of

th e ir schools in lig h t o f th e p erso n n el's w illingness to cooperate im­ p lie s th a t the teachers o f th ese children are educationally responsible* These suggestions o f lin g u is tic homogeneity and educational opportunity combine to g iv e th e impression th a t th e present re s u lts are maximal to the extent th a t they are dependent upon verbal sk ills *

B.

In stru c tio n s The in stru c tio n s used in th is research were not as complete as

those employed by in v e stig a to rs of ad u lt responses*

S kinner's (12) d i4

rec tio n s were designed to account fo r personal references in the samples, i

to explain the simultaneous appearance of two responses, and to minimize the s u b je c t's fe a rs of responding incorrectly*

I t was predicted th a t

such rea ctio n s would not a r is e with s u ffic ie n t frequency in a ch ild sample to ju s tif y th e r is k of confusing the su b jects by giving involved d ire c ­ tions*

Such explanations might be meaningless or suggest d if f ic u ltie s

to the c h ild re n . with referen ce to

The experimental sessions affirm ed these hypotheses simultaneous responses and personal references*

no case was th e re any vocalized concern over personal a llu sio n s .

In A re -

p o rt o f hearing two things occurred only eight tim es, four in both the ten and twelve year groups* Many o f th e ch ild re n evidenced concern about the adequacy of th e ir rep lie s*

Both the in tro d u cto ry and supplementary in stru c tio n s were form­

ulated to promote a tte n tio n to th e task by commenting on a l l deviations from th e d ire c tio n s before th ere was an opportunity to repeat errors*

52

The prelim inary experimental work indicated th a t frequently one or more deviations from the in stru c tio n s appeared in a l l ten responses from any one c h ild .

In order to minimize th is the technique of between sample

reminders was developed.

I t s use may have created enough tension in

some su b jects to reduce th e ir efficien cy and to account fo r th e numerous verbalized fe a rs o f f a ilu r e and requests fo r assurance.

C. Subject *s React ions to the Experimental Problem The illu s io n of speech was d e fin ite ly m aintained. t

The hearing

4

of numbers, sin g le l e t t e r s , or nonsense sy llab les was not accompanied by a d en ial of the speech content of th e records.

All expressed reac­

tio n s to f a ilu r e to hear speech centered on the d if f ic u lty or unfam ili­ a r ity of the m a te ria l.

Verbalized excuses included admissions th a t the 4

I

subjects did not understand “Jewish,* "Uncle Remus ta lk ," or "double ta lk ."

These comments do not imply doubt as to th e speech content of

the stim u li but rep resen t an attempt to explain i t s unfam iliar natu re. Suggestions th a t the headsets were the sound source proved to be s a tis fa c to ry .

C riticism of earphone efficien cy occurred infrequently

and was confined to the upper age le v e ls .

Of the twelve year olds, four i males asked s p e c ific a lly i f they were operating and one subject* a f te r »

the p re se n ta tio n of each sample, removed th e headsets to inspect them. Sim ilar d ire c t questions were asked by one ten year old boy and one twelve year old g i r l .

Reports of "buzzing," "click in g ," or "tapping*

sounds in th e earphones were given by two boys and two g i r l s a l l in the twelve years of age* Both pleasu rab le a n tic ip a tio n and dread of wearing the earphones

were verbalized*

The l a t t e r was a le s s frequent response given only by

two s ix year o ld s, one eig h t year boy, and one twelve year old g ir l* In each case persuasion e lic ite d agreement to lis te n through them*

One

Six year old su b jec t who had not expressed any fe a r during the experi­ mental sessio n reported some days l a t e r th a t her hearing had been s e r i­ ously effected and th a t she had su ffered a severe earache fo r several hours following th e " te s t• "

Unfortunate as such a reactio n may be, i t

in d icates th e e ffica cy of the suggestions th a t the headsets were the sound source*

Counteracting these c ritic ism s were many expressions of

pleasure a t the use of the earphones and one ten year old g i r l reported th a t her hearing had improved following the f i r s t experimental period* There were several statem ents of a d e sire to own the headsets and many spontaneous comments th a t wearing them was "fun" "swell* "exciting", etc • The verbal e ffic ie n c y of the su b jec ts, the a tte n tio n sustaining value of th e in stru c tio n s, th e general acceptance of the earphones and speech content of the samples, and the larg ely individual mature of the responses suggest th a t the present methodology developed an atmosphere favorable to maximal performance*

Before th is can be accepted there

is another aspect of th e procedure th a t demands in v estig atio n , namely, the school b u ild in g as th e p lace in which the experiment was conducted* The w rite r was impressed with the few spontaneous requests fo r a stru c ­ turing o f th e s itu a tio n . obeying orders* few q uestions.

Most of the su b jects appeared to be singly

They came to the room, did as they were to ld and asked That th e re was a tra n s fe r of class room a ttitu d e s to

the experimental s itu a tio n is evident in the tendency of some of the

54

subjects to add the d ig its instead of repeating them* Such adaptation could account in p a rt fo r th e low frequency of expressed fears of the headsets and the c ritic ism s of the content of the speech samples as well as fo r th e number of req u ests fo r praise* In order to o b tain clues as to th e e ffect of the school s itu a tio n the w riter had two student psychologists present the samples to eleven six year olds a f te r having spent an hour with them in an attempt to es­ ta b lis h rapport*

Their re s u lts rev eal a mean of 6*52 re p e titio n s and an

average length of 2*97 sy lla b le s*

The main differences between the

student r e s u lts and those of the author appear in frequencies of d if f e r ­ ent ca teg o ries.

For example, 29 per cent of a l l responses obtained by

the students were conventional word bombinations, whereas only 21 per cent were nonsensical, and 17 per cent numerical*

These are in contrast

to 13 to 42 per cent found by the author in category s ix , 22 to 26 per cent in category one, and ij.0 to

45 per cent in category two* Such data

make tenable the hypothesis th a t the f a ilu r e to change e x p lic itly the stru ctu re of the experimental sessions from th a t of the classroom has de­ pressed the number o f meaningful responses.

The student data reveals a

higher number of re p e titio n s necessary to obtain a response*

This finding

suggests th a t a f te r th e play sessions the children were more a t ease and not under p ressu re to respond*

D. lumber o f R epetitions The general im pression conveyed by the data based on the number of re p e titio n s required to obtain a response is one of age d iff e r e n tia ­ tio n , th e lack o f sex discrim ination, th e minimization of sample d is tin c ­

tio n s , and th e presence of adaptation to the order in which the samples were presented*

Adequate r e l i a b i l i t y ch aracterizes these factors*

The progressive increases in mean score with age meet s t a t i s t i c a l c r i t e r i a of s ig n ific a n t sep aratio n of the older and younger ch ild re n . The obtained averages f o r th e ten and twelve year olds approximate those reported by in v e stig a to rs off ad u lt responses*

The te n year means of

11*53 in S eries A and 10*60 in Series B and those of 10*80 and 12*85 fo r th e twelve year olds correspond with the average of 11*17 reported by *

Skinner (12), those ranging from 11*43 to 12*63 obtained by T russell i (14), and those varying from 1*7 to 1*8 (one u n it of measurement equals ten re p e titio n s ) compiled by Grings (3)* Although th ese measures of c en tral tendency overlap with the data of the present study th e re is question about the s im ila rity of v a r ia b il­ i ty in the ad u lt and ch ild samples*

The skewness in Figures D-l and

D-2 i l l u s t r a t e s lig h t d iv e rs ity in the number of required rep etitio n s* Although Figure D-2 does not depict a Gaussian d is trib u tio n a t any age lev el i t does rev eal more d isp ersio n a t ages ten and twelve than a t the younger year levels*

I t i s p la u sib le th a t these su b jects, even though t more heterogeneous than th e s ix and eight year olds, do not achieve a v a r ia b ility comparable to th a t of a d u lts.

Skinner describes the p lo t

of the t o ta l number o f re p e titio n s as " slig h tly asymmetrical" and the individual curves as " f a ir ly naim al."

Since T ru ssell and Grings do not

4

comment on th e ir d is trib u tio n s ,

norm a lacy

is inferred*

The tautophone

may not discrim in ate among groups of children with the same s e n s itiv ity as th a t found in adults* The u ltim ate answer to th e question of th e com parability of adults

56

and c h ild re n 's d is trib u tio n s of scores is secondary in importance to the common demand th a t a p ro je c tiv e instrument be s e n sitiv e to individual differences*

The present skewed d is trib u tio n s of the number of re p e ti­

tio n s in d ic a te th a t th is p a r tic u la r determ inant, i f used as a scoring medium, would not e l i c i t unique, personalized methods of handling the stim uli*

This is rein fo rced by the observation th a t the number of

re p e titio n s required by th e individual samples is probably a function of th e ir p o s itio n in the se rie s * The decrease common to both s e rie s in the mean number of demanded re p e titio n s to successive samples coincides with T ru s s e ll's rep o rt (14) of average decrements as large as 4*83 re p e titio n s , obtained when the data fo r 40 samples were divided into four sections of ten samples each* The present data might in d icate th a t the subjects were ceasing th e i r e ffo rts with each successive sample or th a t they were learning to perform the required task*

The higher incidence in both s e rie s of category six

responses in samples seven, e ig h t, nine, and ten as compared to the e a r lie r ones suggests a learning phenomenon*

This improvement negates

somewhat the previous hypothesis th a t the in s tru c tio n a l reminders may have been too strong to allow freedom in responding* elim inate th e p o s s ib ility of th e ir negative value*

I t does not

These indications

of w ithin sessio n learn in g point to a need in more comprehensive re ­ search f o r th e u t i l i z a t i o n of a longer se rie s of samples*

Such a pro­

cedure might be expected to reduce fu rth e r sample d iffe re n tia tio n in the number of req u ired re p e titio n s and to exert p o s itiv e e ffe c ts in the Production of a d d itio n a l category s ix responses*

57

The goal o f r e l i a b i l i t y is lik e ly s a tis fie d in the present report of th e number of re p e titio n s necessary to secure responses* Probably the only s ig n ific a n t d iffere n ces between the f i r s t and second presenta­ tio n s a re found in the responses of the te n year pld group to samples two and th re e , Series A* This f a ilu r e to obtain sim ilar re s u lts fo r the two periods of observation may be a function of the responses of one sub­ ject*

This child*s only spontaneous re p lie s were to those two samples

on th e ir second presentation*

A stru c tu rin g of the second sample occurred

a f te r s ix re p etitio n s} th e th ird , a f te r 19 rep etitio n s*

In a group of

30 subjects such gross d ifferences from an o rig in a l nonspontaneous score of 40 would undoubtedly influence the appearance of the one per cent and the fiv e p er cent le v e ls of s ig n ific a n t differences found a t samples two and th ree respectively*

^aJQgth of th e Responses Quant i f ic a t ion of th e length of the responses re s u lts in a small mean score ab stracted from a narrow range le p to k u rtic a lly d istrib u ted * The la rg e st sin g le average is 4*02» a value below sim ilar computations of adult responses*

Skinner (12) found th a t the mean number of sy llab les

presented a Gaussian d is tr ib u tio n around 4*37* T ru ssell rep o rts a s t a t i s t i c o f 4450 f o r college subjects and 4*40 fo r psychotics*

Grings

(1-3 ) rep o rts averages o f 3*4 and 3 *2-* ^he l a t t e r figures are closer than the others to those of the present report*

This s im ila rity may be

occasioned by Grings* and the author*s use of in stru ctio n s b rie fe r than those employed by other in v estigators*

Only fu rth e r research could

58

determine th e degree of effectiveness of th is factor* The age changes in th e mean number of sy llab les per response as well as in th e number of re p e titio n s indicates s e n s itiv ity of the tau to phone to genetic changes*

The tendency toward sex d iffe re n tia tio n in

the length of the responses agrees with th e frequent observations of g re ater verbalism among g i r l s .

This combines with the age changes to

su b sta n tia te the hypothesis th a t the samples stim ulate responses having c h a ra c te ris tic s resembling the subjects* behavior in other situations* Response length v io la te s the c rite rio n of r e lia b ilit y incehfjy four instances*

The g re a te st discrepancy between mean scores of the

f i r s t and second p resen tatio n s is an increase of 1*10 sy llab les existing in the responses of the twelve year olds to sample two, S eries A, a speech p a tte rn causing d eviation in other determinants*

This s ig n if i­

cant d iffe re n tia tio n o f mean length may be influenced by three subjects who did not respond o rig in a lly to th is sample but did so on i t s second presentation* The v a ria tio n in length of responses to d iffe re n t samples does not r e f le c t the w ithin session learning th a t was noted in the number of re p e titio n s necessary to obtain responses but does indicate same increase in length with p ractice*

The r e l ia b il i t y data reveal th a t 3* ° f the 40

comparisons of mean length on th e f i r s t and seoohd presentations show increases in the average number of sy llab les per response* This f le x ib i l i t y of length of responses in re la tio n to sample suggests th e p o s s ib ility of increasing th e number of sy lla b le s by the se le c tio n of d iffe re n t vowel sounds*

I t is probable th a t the use of

59

longer samples would r e s u lt in more elaborate responses*

Productive

am plification might be atta in ed by increased stru ctu rin g of the direc­ tio n s, e* g*, informing the child th a t the voice is th a t of a fath er talk in g to e ith e r a male or a female child, a teacher praising or re p ri­ manding a p u p il, a ch ild speaking to a contemporary, etc*

Such a pro­

cedure might be elaborated to include conversations using eith er the same or opposite sexed voices conversing, likew ise structured in heme# school, s o c ia l, and re c re a tio n a l areas*

F* S tructure of the Responses Although the present data describe an age progression in the number o f meaningful responses the older subjects do not a tta in a per­ centage of such re p lie s as high as th a t reported by investigators of adult responses*

In h is an aly sis of a block of 1000 responses Skinner

(12) c la s s ifie d two per cent nonsensical and an additional twelve per cent as e s s e n tia lly nonmeaningful*

T russell (14) found from a group of

college students an average of 8*59 meaningless responses to 40 sunmator samples, or approximately 21 per cent*

The psychotic p atien ts gave an

average o f - 18*62 o r approximately 47 p er cent* ence was found to be sig n ific a n t*

By a z te s t th is d iff e r ­

This indication of diagnostic d is­

crim ination did not stand th e te s t of s e n s itiv ity in Grings* (3) attempt to d istin g u ish among psychoneurotics, schizophrenics, and manic-depressives* The psychoneurotics had an average score of 6*5 per cent and schizo­ phrenics and manic-depressives each 21 per cent* With th e exception of T ru ssell *s (14) percentage derived from psychotics, a l l frequencies are lower than those of th is study*

Such data point unequivocally to the

6q

need # f separate norms fo r children i f th e tautophone were ever developed into a c lin ic a l instrument*

The r e lia b ility of th e stru ctu re of the

present responses in d icates th a t such norms would have categorical s ta ­ b ility • The high frequency of numerical responses points to the need of a lte rin g the p resen t method of establishing auditory thresholds*

Any

comprehensive extension of the present methodology would include the use of both an unstructured tone as the stimulus fo r limen exploration and an attempt a t estim ating the threshold on an a p rio ri b a s is , the technique employed in the in v estig atio n of adult responses*

Without

such information i t is impossible to estim ate discrepancies between the frequency o f numbers in children*s and adult*s data*. Although the presence of numerical responses may be damaging, they do have some p o sitiv e value*

Their existence demonstrates clearly the

sugge s ti b i l i t y of the subjects*

The fa c t th at the children actualized

introductory aspects o f th e s itu a tio n th a t Are read ily id e n tifia b le in th e ir responses not only provides a measure of suggestion but indicates the p ro b ab ility of suggestive influences in areas where i t is not so clearly discernible*

Such a p o s s ib ility should re s u lt in only a very

cautious adoption of a hypothesis th a t children pro ject personal adjustive m aterial in to stru ctu red stim uli*

Gr* Content of the Responses The current tendency in p ro jectiv e procedure is to minimize content scoring in an attempt to avoid the effects of past experiences*

Although

suck a re s u lt might compensate fo r the high incidence of nonsense and nume ric a l responses in the present data there may be value in promoting meaningful and more elaborate responses.

The discussion of the length

of the responses has indicated d irectio n s through which such am plifica­ tio n might be estab lish ed . Whatever the outcome of fu tu re investigations there are possible scoring determ inants w ithin the content.

In te rp retatio n of these should

be made with re a liz a tio n th a t the c la s s ific a tio n of content represents only crude estim ates of the most probably intended re fe re n ts.

Although

not numerous th ere does ex ist in the responses words th a t commonly imply the following themes:

food, pain and unpleasant physiological character-

«

4

i s tic s , fo rtu n ate and unfortunate psychological c h a ra c te ris tic s, aggres•

t

4

siveness, possessiveness, fam ily,

and love. These are worthy

of note

largely because they represent content categories u tiliz e d in Rorschach i

scoring (2, 4)*

I f the tautophone weg?e developed as a te s t i t would be

desirous to be able to compare m aterial projected through various sensory m odalities.

The presence of common content categories would promote th is .

In addition to th e thematic content of the responses there are id e n tifia b le elements th a t might in d icate degrees of personal confidence and the temporal o rie n ta tio n of the s u b je c ts. 4

•

tio n s, questions, commands,

These include the exclama-

i

andwords

in past tense th a t

have been noted.

The present t a l l y of these is undoubtedly minimal in th a t s t r i c t c r i te r i a fo r inclusion were m aintained.

The r e s tr ic tio n of past tense to p a rtic ­

u larized word forms elim inates some p a rtic ip le s which might have been found to involve the p a st i f longer responses had been given.

Likewise,

62

questions and commands were counted as such, only when they were reasonably clear*

Nfore elab o rate responses might have resu lted

determinants*

in more

id e n tifia b le

In s p ite of these d if f ic u ltie s scoring u n its are discernible*

The incidence of proper names in th e re p lie s c arries the suggestion th at same indiv id u al meaning is being evoked by the sim uli.

The ad­

mission of personal meaning f o r 26 per cent of the names indicates th at some individual meaning is being e lic ite d by the samples* Determination of the r e l ia b il i t y of the content of the responses is d if f ic u lt in as much as th ere is no knowledge about the context of the responses on e ith e r o rig in a l or second presentation*

The fiv e per

cent frequency of id e n tic a l responses would not indicate the same degree of r e lia b ility found in the other determinants#

Although the presence

of a minimum of 29 p er cent id e n tic a l sy llab les suggests more favorable re s u lts , the most objective conclusion would be one of lack of d e fin ite information as to the r e l i a b i l i t y of the content of the responses*

H* Relationship Between Themes and Temporal Measures The t empo ra l rela tio n sh ip s revealed in the content of the responses do not form a co n sisten t p a r a lle l with the order of the speech samples* The location of the greetings does not indicate th a t the subjects pro­ ject the ordinary concepts of introductions as occurring early in se­ quential events*

The data in re la tio n to food responses strengthens

the concept th a t the sequence is not too important#

Although the to ta l

number of such responses is too low to d etect more than vague trends, th e ir absence immediately p rio r to the lunch hour does not coincide with Atkinson and M cClelland^ (1 ,6 ), Levine, Ghein, and Mirphy*s (5).

or Sanford *s (8,9) n o tations of the concomitancy of food responses and food d eprivation in the m anipulation of unstructured m aterial* More p o sitiv e evidence o f the importance of the order is seen in the concluding r©narks and amorous themes*

Concluding remarks may be

related to stim ulus p o sitio n or may in th e ir most frequent appearance a t sample ten r e f le c t the influence of the instructions*

Since each subject

was informed th a t the ten th sample was to be the la s t the higher in ci­ dence of farew ell remarks a t th a t point may re fle c t larg ely the actualiz­ ing of in stru c tio n a l elements*

The $0 per cent frequency of amorous

phrases a t the end of the s e rie s coincides with the caramon c lin ic a l observation th a t more dynamic m aterial is evoked a t the conclusion of an interview*

This phenomenon suggests th a t the samples are e lic itin g not

only suggestive m ate ria l but also personal reactions*

I* Perseveration in The Responses Perseveration is ty p ical of the stru ctu re and content of a l l the replies*

I t is esp ecially prevalent in the s ix year male data where

b rie f responses are likew ise the most frequent*

I f the stru ctu re and

content should be found to c o rre la te with personality fa c to rs, the degree of perseveration might be used as an in d icatio n of the importance of such fa c to rs in p e rso n a lity integration* The perseverative data contribt I ute, on the o th er hand, to the hypothesis th a t the subjects are re ­ sponding suggestively*

E ffect of Individual Samples The p e c u la ritle s of individual samples p redict considerable d if -

fio u lty in obtaining sex d iffe re n tia tio n *

In re la tio n to s tru c tu ra l

^

category th e evidence favors adaptation to the order of the samples ra th e r than sample indiv id u ality*

The fa c t th a t category six is the

most frequent in th e la s t samples in both se rie s indicates th a t the stru ctu re of the responses may be a function of learning or adaptation to the task ra th e r than of individual sample* The Increase in percent­ age of category s ix responses with successive samples points to the possible value of increasing th # number of stim uli in future investiga­ tions*

This suggestion reinforces the general impression th at with a

few exceptions th ere are only s lig h t differences among the samples* Such a trend lends weight to th e hypothesis th a t the subjects are stru c­ turing the stim u li in a manner q u ite independent of the content of the samples* The n o tatio n o f the lack of sex and sample d iffe re n tia tio n does not c a n y over to age changes*

V ariation with chronological age has

been noted in the number of re p e titio n s , the length of the responses, and the increases in various categories* implies change in content with age*

This la s t fa c to r of course

In view of these indicated d irec­

tions i t would appear necessary th a t any extension of the tautophone include normative d ata based on chronological age*

65

CHAPTER V CONCLUSIONS Hi© p resen t d e sc rip tio n o f ch ild re n ’s manipulation of unstruc­ tured speech samples rev eals th e following* 1* There are id e n tif ia b le scoring determinants*

These include*

a* The number o f re p e titio n s required to obtain responses b* The number o f s y lla b le s per response 0* S tru c tu ra l categ o ries representing meaningful, meaning­ l e s s , and numerical responses d» The method of v erb alizin g answers th a t includes the use o f exclam ations, questions, commands, and words in the p a s t ten se e* Content of the meaningful re p lie s characterized by perso n al meaning, amorous phrases, proper names, food responses, g re e tin g s, and farew ells f* P ersev eratio n and s u g g e s tib ility 2* These determ inants are re lia b le * The number of re p e titio n s required to obtain responses and the num­ ber of s y lla b le s p e r response r e f le c t a bunching of scores with but s lig h t s e n s itiv ity to in d iv id u al differences*

3*

4* There is a high frequency o f meaningless and numerical responses* 5 . There is a need f o r sep arate norms f o r various chronological age levels* This i s in d icated by th e v a ria tio n s in th e number of re p e titio n s , the length of the responses, and th e percentage frequencies of various Categories f o r th e d iff e r e n t age groups* This need is strengthened by the observation th a t th e percentages f o r th e d iffe re n t categories of responses in th e p resen t data approach more clo se ly those obtained from psycho t i c s than from normal ad u lts* 6* There i s but s lig h t evidence o f the n ecessity of sexually d ifferen ­ tia te d normative data* 7* Although th e in d iv id u al samples vary somewhat in th e ir productivity, th ere is general uniform ity in th e r e s u lts obtained from the two se rie s of stim uli* 8* The personal m a te ria l p ro jected in to the samples, the presence and lo catio n of amorous p h rases, and the r e l i a b i l i t y of the responses in d i­ cates th a t the scoring determ inants may be su ccessfu lly validated* The

66 current experimental procedure would appear adequate fo r such an in v esti­ gation in th a t the re s u lts in d icate th a t i t has been successful in the aaintainence of th e illu s io n of speech, the sustaining of a tten tio n , and the promotion of learning w ithin the experimental sessions# 9#. The lack of s e n s itiv ity of the determinants to individual differences, perseveration, and the s u g g e stib ility derived content of the answers suggest th a t v a lid atio n may be unsuccessful* The establishment of rapport with th e subjects and the development of a technique th a t avoided the suggesting o f numerical answers might overcome these d iffic u ltie s#

67

SUMMARY

The p resen t report is a description of the resu lts obtained by the p resen tatio n of e ith e r of two series of ten d ifferen t unstructured speech samples to 381 ch ild ren ranging from six through twelve years of age. The stim u li were reproduced by a phonograph played a t an auditory level a t which the subjects were hearing meaningfully about 50 per cent of the time* The c h ild re n 's responses were analyzed in terms of age, sex, se rie s and r e l i a b i l i t y trends. Id e n tifie d determinants of the responses included the number of re p e titio n s required to obtain re p lie s, the length of the responses, th e ir stru c tu re and content* % iantification of the number of re p e ti­ tions necessary to e l i c i t verbal re p lie s and length of the responses re­ vealed a tendency fo r the scores to be concentrated within a narrow range.

The responses were characterized by an incidence of numerical

and meaningless answers th a t although high tended to decrease with in­ creasing chronological age.

This trend was supplemented by the tendency

of meaningful responses to increase with chronological age* The content of the responses contained evidences of su g g estib ility and perseverative tendencies as well as personal meaning.

The re su lts of a second presenta­

tion of the samples to 121 children approximately 30 days a fte r the o riginal experimental session revealed th a t the determinants are reliable# Trends w ithin the current re s u lts and differences between them and data reported by studies of adults point to the need fo r norms fo r d ifferen t age groups but not fo r the two sexes.

68 BIBLIOGRAPHY

1* Atkinson, J . W. and McClelland, D. C*t The projective expression of needs. II* The effect of d iffe re n t in te n s itie s of the hunger drive on Thematic Apperception, JOURNAL OF F3CPERIMENTAL PSYCHOLOGY, 1948, 38, 643- 658. 2* Beck, S. J . , Introduction to the Rorschach method. A manual of p erso n ality study, AMERICAN ORTHOPSYCHIATRIC ASSOCIATION MONO­ GRAPH, 1937, 1 xv+278. 3* Grings, W. W., The verbal summator technique and abnormal mental s ta te s , JOURNAL OF ABNORMAL AND SOCIAL PSYCHOLOGY, 19^2, 37, 529-545* 4* KLopfer, B. F. and Kelley, D. M., THE RORSCHACH TECHNIQUE, World Book Company, Yonkers-on-Hudson, New York, 1942* viii+436. 5* Levine, Robert, Che in, Isid o r, and Murphy, Gardner, The re la tio n of th e in te n sity of a need to the amount of perceptual d isto r­ tio n , JOURNAL OF PSYCHOLOGY, 1942, 13 , 283-293 . 6* McClelland, D. C. and Atkinson, J . W., The projective expression of needs*. I* The e ffe c t of d iffe re n t in te n sitie s of the hunger deive on perception, JOURNAL OF PSYCHOLOGY, 1948, 25, 205-222. 7* Murray, H. A., Techniques fo r a systematic investigation of fan­ tasy , JOURNAL OF PSYCHOLOGY, 1937, 3. 115-145* 8* Sanford, R. N., The e ffe c ts of abstinence from food on the imaginal processes: a prelim inary experiment, JOURNAL OF PSYCHOLOGY, 1936, 2 , 129- 136. 9* Sanford, R. N., The e ffe c ts of abstinence from food on the imaginal processes: a fu rth e r experiment, JOURNAL OF PSYCHOLOGY, 1937* 3» 145-159* 10* Shakow, D., Schizophrenic and normal p ro file s of response to an auditory apperceptive t e s t , PSYCHOLOGICAL BULLETIN, 1938, 35* 647 (a b strac t) 11* Shakow, D. and Rosenzweig, S ., The use of the tautophone (verbal summator) as an auditory apperceptive te s t fo r the study of p erso n ality , CHARACTER AND PERSONALITY, 1940, 8, 216-226. 12.

Skinner, B, F ., The verbal summator and a method for the study of la te n t speech, JOURNAL OF PSYCHOLOGY, 1936, 2, 71-107

69

13* Sne&ecor, 0. W#, STATISTICAL METHODS, Iowa S tate College Press, Ames, Iowa, 1940, 422* 14* Truss e l l , M»-, The diagnostic value of the verbal summator, JOURNAL or PSYCHOLOGY, 1939, 34, 533-538* 15.. WEBSTERSS COLLEGIATE DICTIONARY, F ifth Edition, G. and C. Merrian Company, S pringfield, Massachusetts, 1947, xo;iv+1275* 16•- Wilks, S. S ., Confidence lim its and c r itic a l differences between percentages, PUBLIC OPINION QUARTERLY, 1940, 4, 332-338,

APPENDIX A

S tim u li Used in th e Experiment

71 CONTENT OF THE RECORDS

D igits 48 63 83 32 85

63 18 24 88 25

88 24 ±8 63

85

SPEECH SAMPIES Key fo r pronounc i a t io n : 00 as1 in food e as in eve i as in i l l 0 as in old a as in a m

a a e i u

Series A

Series B

1. 2* 3* 4* 5* 6. 7. 8. 9* 10.

u a u u a e u u u i

00 u u 0 u a u u u a a a i a u u u u a 00 U IX a a u u a a i 0 u u u i u

1. 2. 34* 5> 6. 7. 8. 9* 10.

as as as as as

in in in in in

0 u 0 a u e u e a u

u u u u u u a u u a

ale am end ice cup

u a u u u u u i u u

u i e a i u 1 u u a

0 u u u a i i

APPENDIX B

Apparatus Used in th e Experiment

73

OUTPUT MEASUREMENTS OF TRAVELER PHONO AMPLIFIER Frequency I® M illiw atts ______________________________

M illiwatts O-DB-Full_a t 1ED

8

6

0

320

9

8

6

-3

160

8

8

6

-6

80

7

9

9

-9

40

6

9

9

-12

20

5

11

13

-13

10

4

19

80

-18

4*5

3

21

140

-21

2.1

2

21.3

150

-24

1

1*5

23*5

230

-27

.51

l

24.8

320

1A 0

10 KC

Dial

*25

800 cycle

26 *3

450

-36

•06

300

29

800

-ij2

•015

300

29*5

900

-60

200

29.5

900

150

29.2

830

100

28

630

70

23.2

220

50

20

100

Tke frequency response measurements were made with a Columbia Constant Tone Frequency record $10003-M* The volume control was set at ODB ( fu ll volume) and th e output transformer was connected to the 4 oh® input of a G-.R. Output meter Type 3 53A- #3414* The d ia l calib ratio n was checked with the same setup using the 1000 cycle tone*

74 SOTO LEVEL MEASUREMENT OF THE INTERFERING- NOISE

The sound le v e l of th is device was determined by the use of a I « Sound Level Meter manufactured by the General Radio Company, Cambridge, Massachusetts, Type No. 759-B. S eria l No. 1631*

APPENDIX C

Subjects Observed in the Experiment

*EABIE C-I. THE TOTAL NUMBER OF SUBJECTS, THE NUMBER IN THE RELIABILITY STUDY GROUPS, THE NUMBER IN SEX AND SERIES DIVISION, THE MEANS, RANGES, AND STANDARD DEVIATIONS OF THEIR CHRONOLOGICAL AGES EXPRESSED IN MONTHS AND THE PER CENT OF EACH O F THESE GROUPS OF SUBJECTS IN VARIOUS SCHOOL GRADES

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IAEIE F-V # HKI.TABXLTK STUDY DATA.* OHE NIMBER AND EBB CMT OF AIL RESPONSES IN EACH OF THE FTGHT CATEGORIES ON THE FIRST AN) SECOND PRESENTATIONS OF 3HE aAMPTJgi

S e r ie s A

Category 1 Category 2 Category 3 0*

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149 149 M&F 298 M 14a F 148 M&F 296

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14 9 22 15 3a 21 27 18 46 35 49 17 27 r n U 7 312 16 11 45 15 27 9

Category 4 R

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N fS

5 3 10 7 1 8 1 2 1 6 1 1 19 13 11 7 13 9 5 3 9 4 8 21 7 31 10 21 7 14 9 17 u 4 3 19 13 2 1 1 1 1 2 S 13 9 16 5 18 6 .16 5 ^ 2 11

S e r ie s £

10M 10 F 10 m&F 12 M 12 F 12 M&F

143 350 42 28 5 2 35 2? 18 26 17 159 158 5 0 31 3 6 .2 3 17 11 21 13 307 30a 92 3 0 88 29 4 4 1 4 47 15 14a 147 36 2 4 35 2A, 33 22 21 14 150 149 32 21 24 16 24 16 16 11 298, 296 68 23 59 20 87 19 37 13.

12 18 id 11 5 3 1 4 17 6 23 7 117 2 5 17 20 13 19 13 31 10 44 IS

24 16 18 U 4 2 14 11 7 17 11 2S 9

16 U 21 13 37 12 13 9 20 13 39 U

S e r ie s A and S e r ie s £

10 M&F 12 MSF T o ta l

&05 603 594 593 1109 1196

185 31 176 29 90 35 94 16 83 14 102 17 27G 28 259 22 192 16

96 16 41 ? 44 7 73 12 5 8 10 ' 64 u 47 8 62 10 44 7 65 11 l6 0 13 887 106 9 117 10 123 10

* The f i r s t p r e s e n t a t io n o f th e sa m p le s• ** The se c o n d p r e s e n t a t io n o f th e sa m p les*

TABLE F-V*

(C ontinued)

S s r ie a A

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10 10 10 12

12 12

sex m f M&F M F M ag

0* R

C a teg o ry 5 R** 0 R I l i f H i

141 1 4 ? 8 149 14 a 298 295 148 148 148 149 296 2 9 7

C a teg o ry 6 C a teg o ry 7 C a teg o ry 8 0 R O R O R N £ N # H % H % K M K % 42 28, 43 29 5 3 7 5 0 0 0 0 0

3 5 3 1 1 0 0 42 28 51 3 4 6 9 3 5 2 34 28 94 32 11 1 1 4 3 76 5 1 70 4? 14 7 5 3 2 77 52 90 6 0 1 8 1 2 8 3 7 2 15 9 52 160 5 4 92

410 7 4 17 6 9 16 11 13 9 31 2 9 10

0 0 0 0 0

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7

0

S e r ie s g

10 10 10 12 12 12

nt F m&f m f M&F

148 459 307 148, 150 298

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S e r ie s 4 an^L V a r ie s £ IQ ' W ~ " (S q g 609 12 M&F 5 9 4 5 9 3 T o ta l 1199 1 1 9 6 * **

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9 12 3 16 3 28

2 3 2

1 8 1 9 0 1 86 3 1 252 42 268 45 4 33 36 4 54 38

She f i r s t p r e s e n t a t io n o f th e s a n g le s # Ifce se c o n d p r e s e n ta t io n o f th e sam p les#

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OF THE EIGHT STRUCTURAL

130

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