An overview of the effect of stimulus type, age and dominance on the ear binaural integration
Bibliographic record
Abstract
Objective: The aim of the present study is to assess stimulus type, age and ear dominance effect on thebinaural integration capacity of school-aged children using dichotic listening tests. Methods: Thirty-eightFrench speaking children with normal hearing sensitivity of six, eight, nine and twelve years old (28participated in Jutras & al., 2012’ study) performed the four subtests of the newly developed test in French– Ecoute dichotique de chiffres (EDC), under earphones at normal conversational level. Three subtests werecomposed respectively of one, two and three different digit pairs. The forth version comprised fourdifferent digits, but only the second and third were heard simultaneously. The participants were alsoassessed with a word dichotic listening test, having the same structure than the EDC forth version, namelythe French adaptation of the Staggered Spondaic Word test (Rudmin & Normandin, 1983). Results: Datafrom the 28 participants in Jutras & al. (2012)’ study were included in the analysis in addition of the datafrom the ten children of the present study. Results on the dichotic listening tests were significantly higherwith digits than with words and improved as a function of age. Also, in general, participants obtainedhigher performance when the stimuli were presented in the right ear then when it was sent to the left ear.Conclusion: The dichotic digit listening test in French is sensitive to stimulus type and to the age of theparticipants. Results showed also a bias towards the ear tested.
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How this classification was reachedexpand
Full frame distilled prediction
Teacher imitationNot calibrated prevalence, not ground truth. Human validation pending. Learned from the 10,348 direct Codex labels and 10,348 direct Gemma labels. Candidate is the union of thresholded teacher heads; consensus is their intersection. These outputs are machine_predicted_unvalidated and are not human labels or direct frontier model labels.
Codex and Gemma teacher scores by category
| Category | Codex | Gemma |
|---|---|---|
| Metaresearch | 0.000 | 0.000 |
| Meta-epidemiology (narrow) | 0.000 | 0.000 |
| Meta-epidemiology (broad) | 0.000 | 0.000 |
| Bibliometrics | 0.000 | 0.000 |
| Science and technology studies | 0.000 | 0.000 |
| Scholarly communication | 0.000 | 0.000 |
| Open science | 0.000 | 0.000 |
| Research integrity | 0.000 | 0.000 |
| Insufficient payload (model declined to judge) | 0.000 | 0.000 |
Machine scores (provisional)
The two teacher heads of the student model, read on this work. A score orders the frame for review; it never asserts a category, and the validation status ships verbatim with every row.
Baseline scores from an immature model (maturity gate not passed, 7 training rounds). Scores rank; they never assert a category.
score_only:v0-immature-baseline · verbatim from the scoring run: score_only means the number may rank works, and no category label ships from itClassification
machine, unvalidatedMachine predicted; a candidate call from one teacher head, not a consensus.
How this classification was reached, model by model and score by score, is at the end of the page under "How this classification was reached".