Objectives The present study aimed to develop pitch pattern test (PPT) and duration pattern test (DPT) using vowel and investigate the temporal ordering skills among typically developing children aged 5 to 9 years across genders. The study compared the performance of children on these tests across different age groups and gender. The study also investigated the relationship between performance on the DPT and PPT tasks using the vowel /a/.

Materials and Methods Two verbal stimuli tests, DPT and PPT, were developed. For DPT, the vowel /a/ was used at 246 Hz and had two different durations of 500 and 250 ms for long and short stimuli, respectively, with a 300-ms interstimulus interval. For PPT, the vowel /a/ was used at 220 Hz for “low” stimuli and 261 Hz for “high” stimuli, both lasting 500 ms, with a 300-ms interstimulus duration and a 6-second intersequence duration.

A cross-sectional study design was utilized in the study. A total of 100 typically developing school children aged between 5 and 9 years were divided into five age groups, each consisting of 10 males and 10 females. All children passed a hearing screening at 25 dB HL from 250 Hz to 4,000 Hz and had an average or above-average academic performance as reported by their teacher. All the children were tested using the developed tests. The order of administration of DPT and PPT was randomized. Children were instructed to listen to the sequence of vowel presentations and hum them in the same order.

Results There was no significant difference between scores of males and females across all the age groups. On both tests, there was a significant improvement in the performance of the children with increase in age. There was a strong overall correlation between scores of DPT and PPT.

Conclusion Both DPT and PPT, utilizing vowels as stimuli, did not exhibit a ceiling effect. This study highlighted a robust correlation between the two tests.

A.K.N.: Contribution: conceptualization; data curation; formal analysis; investigation; methodology; project administration; resources; software; roles/writing - original draft; writing - editing; C.S.V.: Contribution: conceptualization; data curation; formal analysis; investigation; methodology; resources; supervision; roles/writing - original draft; writing - review and editing.

The study was approved by the research advisory committee and the Institutional Ethics Committee (REF: BVDUMC/IEC/190, dated: August 17, 2022). Informed assent was taken from the children participating in the study.

Article published online:
28 August 2024

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