Learning effects with a closed response set nonsense syllable test
Gary Walker, David M. Byrne, Harvey Dillon · Research Explorer (The University of Manchester) · 1982
Repeated presentations of the CUNY Nonsense Syllable test to four hearing impaired subjects revealed substantial learning effects. Although one of the reported advantages of closed response set tests, of which this is an example, is reduced learning effects, these results suggest that learning effects are sufficient to produce serious and unrecognised problems in clinical audiological practice where repeated test presentation is not feasible. Examples drawn from the data demonstrate how 'single shot' speech testing can lead to incorrect conclusions with regard to P/l functions and comparative evaluation of amplification systems.