Abstract
Temporal resolution enables the identification of fine differences in speech segmental aspects. Random Gap Detection Test (RGDT) and Gaps-In-Noise Test (GIN) evaluate such skills, by using different acoustic parameters. ObjectiveTo compare the performance of normal school aged children without learning disabilities and/or hearing complaints in the GIN and RGDT, and analyze potential performance differences in these two procedures. MethodCross sectional contemporary cohort study. 28 children, aged 8-10 years were evaluated. After peripheral audiological evaluation, RGDT and GIN were performed. ResultsThere were no statistical differences in performance between gender and age on the RGDT and GIN tests, between the right and left ears on the GIN test, and between frequencies on the RGDT test. The mean detection threshold gap for RGDT was 9.25 ± 3.67 ms, and for GIN was 4.32 ± 0.61 ms (right ear) and 4.43 ± 0.79 ms (left ear). The results of the GIN Test were statistically lower than those from the RGDT (p < 0.001). ConclusionBoth tests indicated normal temporal resolution for all 28 children. GIN test presents advantages regarding the ease of application, task variable, stimuli and presentations form. However, the RGDT has advantages concerning the time required for administration and scoring.
Highlights
We know that the proper acquisition of language and speech is highly dependent on hearing, and such sense is seen as part of a specialized system of communication and involves much beyond the mere detention of an acoustic signal
There were no statistical differences in performance between gender and age on the Random Gap Detection Test (RGDT) and Gaps-In-Noise Test (GIN) tests, between the right and left ears on the GIN test, and between frequencies on the RGDT test
In the comparative statistical analysis of the results from both tests, we found differences in the performance of our sample, and the gap detection thresholds in the RGDT test were significantly higher than the ones obtained in the GIN test in each ear (p < 0.001) (Table 6)
Summary
We know that the proper acquisition of language and speech is highly dependent on hearing, and such sense is seen as part of a specialized system of communication and involves much beyond the mere detention of an acoustic signal. Many neurophysiological and cognitive processes are necessary for the correct perception, recognition, decoding and interpretation of the auditory information and consequent learning[1]. Studies prove that the skill involved in the temporal auditory processing of sounds, such as temporal ordering and resolution, are closely related with speech perception and suprasegmental traces. For a proper message decoding, the acoustic clues pertaining to frequency, intensity and time must be accurately processed by the Central Auditory Nervous System (CANS). Deficits in the ordering and resolution skills may lead to low school performance associated with changes in the reading, writing and learning processes[2,3]. Temporal resolution (TR) is defined as the necessary minimum time for the CANS to discriminate two acoustic stimuli. The ability of the auditory system to detect fast changes in the sound stimulus is an important factor in speech perception, because it helps in the identification of small phonetic elements present in speech, and alterations in this auditory ability suggest interference in normal speech perception and in the recognition of phonemes[4,5]
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