Identification and discrimination tasks in auditory and visual perception of linguistic and non-linguistic stimuli
The importance of temporal processing related to age and schooling is explored in this study. The primary goal is to examine the discrimination (same/different) and identification (Temporal Order Judgment) tasks in 334 proficient reading primary school students from first to fifth grade. In this ve...
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| Main Authors: | , , |
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| Format: | Article |
| Language: | English |
| Published: |
Universidad Pedagógica y Tecnológica de Colombia (UPTC)
2025-05-01
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| Series: | Praxis & Saber |
| Subjects: | |
| Online Access: | https://revistas.uptc.edu.co/index.php/praxis_saber/article/view/16515 |
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| Summary: | The importance of temporal processing related to age and schooling is explored in this study. The primary goal is to examine the discrimination (same/different) and identification (Temporal Order Judgment) tasks in 334 proficient reading primary school students from first to fifth grade. In this vein, linguistic and non-linguistic stimuli in auditory and visual modalities were used. Results suggest that the tasks’ performance has a linear trend regardless of the stimuli and modality. They also reveal that the performance of the tasks is similar in the auditory-non-linguistic stimuli, but in the rest, the Temporal Order Judgment (TOJ) task required more time than the Same/Different task (S/D). The most difficult task was the auditory linguistic TOJ task. In sum, the identification and discrimination process across the grades seems to be different. The linguistic stimuli seem to show differences throughout primary school grades, but only auditory stimuli reveal an association between tasks and grades.
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| ISSN: | 2462-8603 |