Children's Discrimination of Tonal Patterns: Pattern Contour, Response Time, and Item Difficulty Level

Abstract

Two problems were investigated: (a) Do learning or practice effects accrue in accuracy or speed of response when computerized tests are administered in two sessions? (b) What are the effects of tonal pattern test order and contour types on average item difficulty level and length of response time (RT) for children with levels of achievement? Sixty-one children from three second-grade classes were asked to complete one or both of two tests in which they were asked to judge whether tonal pattern pairs sound exactly the or different. The patterns were presented and the responses were recorded by microcomputer. An average RT that is 200 m faster was evident for the second test taken by the subjects, regardless of which test was taken first. No corresponding improvement of proportion of correct responses is evident from the first test to the second. The rate of decline in proportion of correct responses across contour types from same items to same-contour different items is inversely related to achievement level. Same-contour different items consistently require more cognitive effort, as indicated by RT, by students throughout the range of achievement.

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