Aural Identification of Children's Voices

Recent studies have emphasized the importance of aural identification of speakers; this study sought to assess children's ability for aural‐identification purposes. Specifically, the purpose of this study was to determine if children can make aural identification of their peers and, secondly, to determine if three repetitions of the sample increased identification scores. Fourth‐grade children were divided into two groups of 10 subjects, 5 male and 5 female in each group. Children recorded a paragraph, sentence, and sustained vowel which were randomized and later played back to each group. Group 1 heard the samples once; group 2 heard them three times. The children were instructed to write the name of the speaker. The results indicate that children can identify peers from a group of 10. Identification increased for both groups as the repertoire of the sample increased from vowel to sentence to paragraph; however, three repetitions of the same sample‐type did not increase identification significantly. The ...