Effects of Tone Alternations on Sequential Information Processing by Educable Retardates

Abstract

Educabile retardates reported pulse numerosity in varying length sequences under single- and alternating-tone conditions. It was hypothesized that due to anatomical differentiation greater frequency differences between the alternating tones would result in greater magnitudes of error. Ss made greater errors when different tones were alternated than when the same tone was presented repetitively, but no significant differences were found between less disparate and more disparate alternating tones. Increases in error by retardates under the alternating tone conditions were predominantly underestimations.