Auditory processing in children: Role of working memory and lexical ability in auditory closure.

Naveen K Nagaraj,Beula M Magimairaj,Susan Nittrouer

doi:10.1371/journal.pone.0240534

Abstract

We examined the relationship between cognitive-linguistic mechanisms and auditory closure ability in children. Sixty-seven school-age children recognized isolated words and keywords in sentences that were interrupted at a rate of 2.5 Hz and 5 Hz. In essence, children were given only 50% of speech information and asked to repeat the complete word or sentence. Children’s working memory capacity (WMC), attention, lexical knowledge, and retrieval from long-term memory (LTM) abilities were also measured to model their role in auditory closure ability. Overall, recognition of monosyllabic words and lexically easy multisyllabic words was significantly better at 2.5 Hz interruption rate than 5 Hz. Recognition of lexically hard multisyllabic words and keywords in sentences was better at 5 Hz relative to 2.5 Hz. Based on the best fit generalized “logistic” linear mixed effects models, there was a significant interaction between WMC and lexical difficulty of words. WMC was positively related only to recognition of lexically easy words. Lexical knowledge was found to be crucial for recognition of words and sentences, regardless of interruption rate. In addition, LTM retrieval ability was significantly associated with sentence recognition. These results suggest that lexical knowledge and the ability to retrieve information from LTM is crucial for children’s speech recognition in adverse listening situations. Study findings make a compelling case for the assessment and intervention of lexical knowledge and retrieval abilities in children with listening difficulties.

Highlights

Listening in everyday environments can be challenging for children when optimal listening conditions are frequently disrupted
We examined auditory closure ability in children using lexically easy words, lexically hard words and sentences at two interruption rates (2.5 Hz and 5 Hz) in noise-filled condition
Influential factors included in the modeling were vocabulary knowledge, retrieval from long-term memory (LTM), attention, and working memory

Summary

Introduction

Listening in everyday environments can be challenging for children when optimal listening conditions are frequently disrupted. Background noise levels in classrooms often exceed the minimum recommended standards [1]. Children who are diagnosed to have developmental disorders such as Developmental Language Disorder (DLD), Auditory Processing Disorder (APD), Dyslexia, and Attention-Deficit Hyperactivity Disorder (ADD/ADHD) are especially at a greater disadvantage while listening in noise [2,3,4,5]. Auditory closure in children environments can lead to greater cognitive effort and can potentially interfere with academic performance. To maximize the benefit from learning experiences in noisy environments, the ability to fill-in missing sensory information is crucial for children

Methods

Results

Discussion

Conclusion