Auditory Perception In Children Research Articles

Voice, rhythm, and genre in children's early writing

Studies within evolutionary musicology and ontogenetic development propose an intimate relation between the quality of the human voice, the rhythm of interactional patterns (e.g. the alternation between repetition and improvisation), the origins of aesthetics, and the characteristics of performances within the temporal arts. Focusing on the role of auditory perception in children's development of narrative skills, this article similarly proposes an intimate relation between children's voices in interaction, their imitative use of formulaic and genre-specific language, and their creative and aesthetically attuned written compositions. The notion of voice opens up a productive and coherent approach to investigating how children interactionally and imitatively come to develop a command and reflexive understanding of spoken and written genres. The discussion is based on a full ethnography of children's acquisition of written language during their second school year.

Basic Measures of Auditory Perception in Children: No Evidence for Mediation by Auditory Working Memory Capacity.

Immature auditory perception in children has generally been ascribed to deficiencies in cognitive factors, such as working memory and inattention. This notion appears to be commonly accepted for all children despite limited empirical evidence. In the present work, we examined whether working memory capacity would predict basic aspects of hearing, pure-tone frequency discrimination and temporal gap detection, in typically-developing, normal-hearing children (7–12 years). Contrary to our expectation, working memory capacity, as measured by digit spans, or intrinsic auditory attention (on- and off-task response variability) did not consistently predict the individual variability in auditory perception. Present results provide no evidence for a role of working memory capacity in basic measures of auditory perception in children. This lack of a relationship may partly explain why some children with perceptual deficits despite normal audiograms (commonly referred to as auditory processing disorders) may have typical cognitive abilities.

Speech intelligibility and auditory perception of pre-school children with Hearing Aid, cochlear implant and Typical Hearing

PurposeThere is a growing interest in speech intelligibility and auditory perception of deaf children. The aim of the present study was to compare speech intelligibility and auditory perception of pre-school children with Hearing Aid (HA), Cochlear Implant (CI), and Typical Hearing (TH). MethodsThe research design was descriptive-analytic and comparative. The participants comprised 75 male pre-school children aged 4–6 years in the 2017–2018 from Tehran, Iran. The participants were divided into three groups, and each group consisted of 25 children. The first and second groups were respectively selected from pre-school children with HA and CI using the convenience sampling method, while the third group was selected from pre-school children with TH by random sampling method. All children completed Speech Intelligibility Rating and Categories of Auditory Performance Questionnaires. ResultsThe findings indicated that the mean scores of speech intelligibility and auditory perception of the group with TH were significantly higher than those of the other groups (P < 0.0001). The mean scores of speech intelligibility in the group with CI did not significantly differ from those of the group with HA (P < 0.38). Also, the mean scores of auditory perception in the group with CI were significantly higher than those of the group with HA (P < 0.002). ConclusionThe results showed that auditory perception in children with CI was significantly higher than children with HA. This finding highlights the importance of cochlear implantation at a younger age and its significant impact on auditory perception in deaf children.

The Development of Auditory Perception in Children after Auditory Brainstem Implantation

Auditory brainstem implants (ABIs) can provide useful auditory perception and language development in deaf children who are not able to use a cochlear implant (CI). We prospectively followed up a consecutive group of 64 deaf children up to 12 years following ABI surgery. The etiology of deafness in these children was: cochlear nerve aplasia in 49, auditory neuropathy in 1, cochlear malformations in 8, bilateral cochlear postmeningitic ossification in 3, neurofibromatosis type 2 in 2, and bilateral cochlear fractures due to a head injury in 1. Thirty-five children had other congenital nonauditory disabilities. Twenty-two children had previous CIs with no benefit. Fifty-eight children were fitted with the Cochlear 24 ABI device and 6 with the MedEl ABI device, and all children followed the same rehabilitation program. Auditory perceptual abilities were evaluated on the Categories of Auditory Performance (CAP) scale. No child was lost to follow-up, and there were no exclusions from the study. All children showed significant improvement in auditory perception with implant experience. Seven children (11%) were able to achieve the highest score on the CAP test; they were able to converse on the telephone within 3 years of implantation. Twenty children (31.3%) achieved open set speech recognition (CAP score of 5 or greater) and 30 (46.9%) achieved a CAP level of 4 or greater. Of the 29 children without nonauditory disabilities, 18 (62%) achieved a CAP score of 5 or greater with the ABI. All children showed continued improvements in auditory skills over time. The long-term results of ABI surgery reveal significant auditory benefit in most children, and open set auditory recognition in many. i 2014 S. Karger AG, Basel

Visual and auditory perception in preschool children at risk for dyslexia.

Recently, there has been renewed interest in perceptive problems of dyslexics. A polemic research issue in this area has been the nature of the perception deficit. Another issue is the causal role of this deficit in dyslexia. Most studies have been carried out in adult and child literates; consequently, the observed deficits may be the result rather than the cause of dyslexia. This study addresses these issues by examining visual and auditory perception in children at risk for dyslexia. We compared children from preschool with and without risk for dyslexia in auditory and visual temporal order judgment tasks and same-different discrimination tasks. Identical visual and auditory, linguistic and nonlinguistic stimuli were presented in both tasks. The results revealed that the visual as well as the auditory perception of children at risk for dyslexia is impaired. The comparison between groups in auditory and visual perception shows that the achievement of children at risk was lower than children without risk for dyslexia in the temporal tasks. There were no differences between groups in auditory discrimination tasks. The difficulties of children at risk in visual and auditory perceptive processing affected both linguistic and nonlinguistic stimuli. Our conclusions are that children at risk for dyslexia show auditory and visual perceptive deficits for linguistic and nonlinguistic stimuli. The auditory impairment may be explained by temporal processing problems and these problems are more serious for processing language than for processing other auditory stimuli. These visual and auditory perceptive deficits are not the consequence of failing to learn to read, thus, these findings support the theory of temporal processing deficit.

Comparing auditory perception in children with cochlear implant, hearing aids and normal hearing

Abstract Introduction: Hearing impairment affects all aspect of individual life, especially auditory perception, while use of cochlear implant or hearing aids has been associated with appropriate effects in auditory performance. The aim of the present research was to comparing auditory perception in children with cochlear implant, hearing aids and normal hearing in Tehran province. Materials and Methods: In this analytic and comparative research, were participated 60 male children aged 5–7 years. They were divided into three groups and each group was consisted 20 children. First and second group were selected, ordinarily, from children with cochlear implant and hearing aids by in available method; while that third group were selected from children with normal hearing by randomly method. The instruments of this research were Raven intelligence test and Categories of Auditory Performance scale (CAP). The obtained data were statistically analyzed by one-way ANOVA and Post-Hoc Scheffe in SPSS 16 software. Results: There was a significant difference between scores mean of auditory perception in three groups (F (2, 57) = 42.99, P<0.0005). The scores mean of auditory perception in normal hearing children was more than children into other groups, significantly (P<0.0005). Also, scores mean of auditory perception in children with cochlear implant was more than children with hearing aids, significantly (P<0.002). Conclusion: Auditory perception in children with normal hearing was better than children with cochlear implant or hearing aids. Since, use of cochlear implant and hearing aids led to improvement of auditory perception in deaf children. Therefore, require unique rehabilitation program in order to achieve more development auditory performance skill of children with cochlear implant or hearing aids. Keywords: auditory perception, cochlear implant, hearing aids, deaf children

Allophonic mode of speech perception in Dutch children at risk for dyslexia: A longitudinal study

There is ample evidence that individuals with dyslexia have a phonological deficit. A growing body of research also suggests that individuals with dyslexia have problems with categorical perception, as evidenced by weaker discrimination of between-category differences and better discrimination of within-category differences compared to average readers. Whether the categorical perception problems of individuals with dyslexia are a result of their reading problems or a cause has yet to be determined. Whether the observed perception deficit relates to a more general auditory deficit or is specific to speech also has yet to be determined. To shed more light on these issues, the categorical perception abilities of children at risk for dyslexia and chronological age controls were investigated before and after the onset of formal reading instruction in a longitudinal study. Both identification and discrimination data were collected using identical paradigms for speech and non-speech stimuli. Results showed the children at risk for dyslexia to shift from an allophonic mode of perception in kindergarten to a phonemic mode of perception in first grade, while the control group showed a phonemic mode already in kindergarten. The children at risk for dyslexia thus showed an allophonic perception deficit in kindergarten, which was later suppressed by phonemic perception as a result of formal reading instruction in first grade; allophonic perception in kindergarten can thus be treated as a clinical marker for the possibility of later reading problems.

Associations Between Key Language-Related Measures in Typically Developing School-Age Children

Associations Between Key Language-Related Measures in Typically Developing School-Age Children

Central auditory processing disorder in children with developmental dysphasia

The author analyses the role of auditory perception in children suffering from specific language impairment (SLI) using speech central tests. Disorders of speech comprehension are typical for all of the patients with central auditory processing disorders (CAPDs). In speech perception, temporal processing is one of the functions necessary for the discrimination of phonemes and of similar words. The existence of cognitive functions disorders is much more important than the existence of those that are directly involved in the speech production. Auditory decoding deficits, phonological, lexical, syntactic and associative deficits were diagnosed in children suffering from developmental dysphasia (this term is used in our country for SLI). Many of these children were unable to recognize acoustic contours and to identify the key words from a spoken message [T.J. Bellis, Assessment and Management and Central Auditory Processing Disorders in the Educational Setting, Singular, San Diego, 1996]. Among the characteristics of these central tests' findings are poor performance on mono aural low redundancy speech tests, bilateral deficits on dichotic speech tasks and poor word recognition skills. Competing sentences test and identification test with contralateral competing message represent binaural separation or integration. The dysphasic children (80) were tested by dichotic tasks—repetition of two-syllabic words and short sentences. Our results indicate the relationship between developmental dysphasia and central auditory processing disorder (CAPD): these dysphasic children have auditory processing deficit—not only integration, but also associative deficit.

The development of auditory perception in children following cochlear implantation

The time course for the development of auditory perception in prelingually deaf children following cochlear implantation may extend over many years, thus making long-term studies necessary to evaluate any such outcome. However, few such studies exist in the literature. We prospectively followed-up a consecutive group of 133 prelingually deaf children up to 6 years following implantation. All children were prelingually deaf with age at onset of deafness <3 years and age at implantation <8 years. The aetiology of deafness was meningitis for 45 children (34%), congenital deafness for 77 children (58%) and other causes for 11 children (8%). All were implanted with a Nucleus-22 multi-channel cochlear implant and followed the same rehabilitation programme. No child was lost to follow-up and there were no exclusions from the study. Prelingually deaf children showed significant improvement in the auditory perception with implant experience. 82% of children who reached the 6-year interval could understand conversation without lip-reading. The respective percentage in the 4-year interval was 70%. The long-term results of cochlear implantation reveal that the majority of prelingually deaf children, when implanted before the age of 8 years, will develop significant auditory perception.

Mismatch negativity in school-age children to speech stimuli that are just perceptibly different

The mismatch negativity event-related potential (MMN) was elicited in normal school-age children in response to just perceptibly different variants of the speech phoneme /da/. A significant MMN was measured in each subject tested. Child and adult MMNs were similar with respect to peak latency and duration. Measures of MMN magnitude (peak-to-peak amplitude and area) were significantly larger in children than in adults. The results of the present study indicate that the MMN can be elicited in response to minimal acoustic stimulus differences in complex speech signals in school-age children. The results support the feasibility of using the MMN as a tool in the study of deficient auditory perception in children.

The Handbook of Clinical Audiology.

This volume is an ambitious, almost encyclopedic text devoted to an analysis of ... activities whose main objective is the person with a 'hearing problem' (in its sense), whether real or imagined, peripheral or central. Its broadest sense in this case takes about 800 pages divided into eight major sections and 41 chapters to explore. The sections include an introduction to clinical audiology, a section dealing with the basic hearing evaluation, three sections on differential diagnosis (cochlear vs retrocochlear; central; nonorganic loss and other special procedures), and individual sections covering hearing and auditory perception in children, hearing aids, and aural rehabilitation. This is a good book; for those interested in clinical audiology, it is worth having. Readers will appreciate some chapters, be disappointed by some chapters, and disinterested in others, but this is inevitable in a collection which ranges from achapter on the history of hearing aids to a chapter

Defects of non-verbal auditory perception in children with developmental aphasia.

SOME otherwise normal children fail to learn to speak and are designated developmental aphasics. Several authors have suggested that auditory perceptual deficits, particularly of sequencing, may be the primary dysfunction1–4. Efron5 suggested that the left temporal lobe mediates temporal analysis and that it is the disruption of this function which is central to adult aphasia. We examined children with developmental aphasia and demonstrated inferior discrimination of sound quality to which a sequencing difficulty could be secondary.