Auditory Recognition Research Articles

Interactions between auditory quality, linguistic context, short-term memory, and speech recognition

The ability to recognize speech depends on several factors, including the quality of the auditory input, linguistic context, and the listener’s cognitive abilities. These factors correlate with speech recognition, but less consideration has been given to how these factors interact. Here, we present evidence from two studies indicating that interactions exist between quality, context, and short-term memory. In study one, we demonstrate that contextual expectations across stimulus sets can determine the relationship between auditory quality and short-term memory. Specifically, recall of lists of digits is not affected by noise-band vocoding, whereas vocoding impairs both item identification and recall for lists of single syllable words drawn from a large, untrained set. In study two, we demonstrate that correlations between digit list recall and PRESTO sentence recognition are strongest when auditory quality is poor, whereas correlations between digit and word list recall weaken with decreasing auditory quality. This finding suggests that auditory quality and semantic context moderate the relationship between memory and speech recognition. We conclude that incorporating experimental measures of auditory quality, short-term memory, and recognition of speech materials with different contexts will provide a clearer perspective on how these factors relate to speech recognition in listeners with hearing loss.The ability to recognize speech depends on several factors, including the quality of the auditory input, linguistic context, and the listener’s cognitive abilities. These factors correlate with speech recognition, but less consideration has been given to how these factors interact. Here, we present evidence from two studies indicating that interactions exist between quality, context, and short-term memory. In study one, we demonstrate that contextual expectations across stimulus sets can determine the relationship between auditory quality and short-term memory. Specifically, recall of lists of digits is not affected by noise-band vocoding, whereas vocoding impairs both item identification and recall for lists of single syllable words drawn from a large, untrained set. In study two, we demonstrate that correlations between digit list recall and PRESTO sentence recognition are strongest when auditory quality is poor, whereas correlations between digit and word list recall weaken with decreasing auditory qua...

Automaticity in the recognition of nonverbal emotional vocalizations.

The ability to perceive the emotions of others is crucial for everyday social interactions. Important aspects of visual socioemotional processing, such as the recognition of facial expressions, are known to depend on largely automatic mechanisms. However, whether and how properties of automaticity extend to the auditory domain remains poorly understood. Here we ask if nonverbal auditory emotion recognition is a controlled deliberate or an automatic efficient process, using vocalizations such as laughter, crying, and screams. In a between-subjects design (N = 112), and covering eight emotions (four positive), we determined whether emotion recognition accuracy (a) is improved when participants actively deliberate about their responses (compared with when they respond as fast as possible) and (b) is impaired when they respond under low and high levels of cognitive load (concurrent task involving memorizing sequences of six or eight digits, respectively). Response latencies were also measured. Mixed-effects models revealed that recognition accuracy was high across emotions, and only minimally affected by deliberation and cognitive load; the benefits of deliberation and costs of cognitive load were significant mostly for positive emotions, notably amusement/laughter, and smaller or absent for negative ones; response latencies did not suffer under low or high cognitive load; and high recognition accuracy (approximately 90%) could be reached within 500 ms after the stimulus onset, with performance exceeding chance-level already between 300 and 360 ms. These findings indicate that key features of automaticity, namely fast and efficient/effortless processing, might be a modality-independent component of emotion recognition. (PsycINFO Database Record (c) 2019 APA, all rights reserved).

Cognitive Function Prediction of Performance During Dual-Tasks Across Adults With and Without Hearing Loss.

Dual-task procedures are commonly implemented to examine cognitive load and listening effort as individual differences in cognition often determine successful listening. However, which methods are most efficacious is unclear. Specifically, standardized, targeted assessment procedures for establishing cognitive function, and age-related changes that might account for changes in dual-task performance have yet to be established. Additional data are needed across aging populations, including middle-aged adults and older adults to establish the trend of performance changes throughout the aging process. Investigations of the relationship between cognitive function and dual-task performance may better inform clinical decisions. The purpose of this study was to investigate if cognitive function predicts dual-task performance across adults with and without hearing loss. Participants were divided into two groups based on age. Group 1: 14 listeners (Female = 11), 30-50 years old, with normal hearing. Group 2: 12 listeners (Female = 9), 60-80 years old, with normal hearing to near-normal hearing, including typical age-related hearing loss. Participants were administered four of the Woodcock-Johnson III cognitive subtests and standard hearing threshold procedures. All participants were tested in each of three experimental conditions, including two perceptual-cognitive dual-tasks: (1) Auditory word recognition + visual processing, (2) Auditory working memory (sentence) + visual processing in noise, and (3) Auditory working memory (word) + visual processing. Results indicated that cognitive function does predict dual-task performance regardless of age and hearing function. Cognitive function may predict dual-task performance during speech-in-noise tasks. Further research investigating the predictive value of related cognitive subtests to listening effort is warranted.

Effect of auditory status on visual emotion recognition in adolescents

Adolescents with severe to profound hearing loss who wear cochlear implants (CIs) experience significantly more peer problems compared to peers with typical hearing (TH). Differences in peer social dynamics may relate to perception not only of message content, but also message intent based on a speaker’s emotion from visual (e.g. facial expressions) and auditory (e.g. prosody) cues. Pediatric CI users may experience greater difficulty with auditory emotion recognition due to an impoverished signal representation provided by the device, but the effect of auditory status on visual emotion recognition yields conflicting results. Objectives: The current study examined accuracy and speed of visual emotion recognition in adolescents with CIs and peers with TH. Methods: Participants included 58 adolescents (10–18 years) stratified by auditory status: 34 CI users and 24 TH peers. Participants identified the intended emotion (i.e. happiness, sadness, anger, fear, disgust, and surprise) of static images of faces displayed on a computer screen. Results: No significant differences by auditory status emerged for response accuracy, response time to all trials, or response time to correct trials. Type of emotion significantly affected both accuracy and response time. Conclusion: Adolescents with CIs show similar accuracy and response time in recognizing static facial expressions compared to TH peers. Future studies should explore the association between visual emotion recognition and social well-being to determine the relationship between emotion recognition and overall quality of life in adolescents with CIs.

Speech-in-noise perception ability can be related to auditory efferent pathway function: a comparative study in reading impaired and normal reading children

IntroductionDeficient auditory processing can cause problems with speech perception and affect the development and evolution of reading skills. The efferent auditory pathway has an important role in normal auditory system functions like speech-in-noise perception, but there is still no general agreement on this. ObjectiveTo study the performance of the efferent auditory system in a group of children with reading impairment in comparison with normal reading and evaluation of its relationship with speech-in-noise perception. MethodsA total of 53 children between the ages of 8–12 years were selected for the study of which 27 were with reading impairment and 26 were normal reading children. Transient evoked otoacoustic emissions suppression and auditory recognition of words-in-noise test were performed for all the children. ResultsThe average amplitude of transient evoked otoacoustic emissions suppression showed a significant difference between the two groups in the right (p=0.004) and in the left ear (p=0.028). Assessment of the relationship between transient evoked otoacoustic emissions suppression and monaural auditory recognition of words-in-noise scores showed a significant moderate negative relationship only in the right ear (p=0.034, r=−0.41) of the normal reading children. Binaural auditory recognition of words-in-noise scores were significantly correlated with the amplitude of transient evoked otoacoustic emissions suppression in the right ear (p<0.001, r=−0.75) and in the left ear (p<0.001, r=−0.64) of normal reading children. In the reading impaired group, ?a weaker correlation was observed between binaural auditory recognition of words-in-noise scores and transient evoked otoacoustic emissions suppression in the right (p=0.003, r=−0.55) and in the left ear (p=0.012, r=−0.47). ConclusionsTransient evoked otoacoustic emissions suppression pattern in the reading impaired group was different compared with normal reading children, and this difference could be related to efferent system performance. Words-in-noise scores in children with impaired reading were lower than in normal reading children. In addition, a relationship was found between transient evoked otoacoustic emissions suppression and words-in-noise scores in both normal and impaired reading children.

Paradigms in the Mental Lexicon: Evidence From German

Previous research showed that the mental lexicon is organized morphologically, but the evidence was limited to words that differ only in subphonemic detail. We investigated whether word forms that are related through morphology but have a different stem vowel affect each other's processing. We focused on two issues in two auditory lexical decision experiments. The first is whether the number of morphologically related word forms with the same stem vowel matters. The second is whether the source of similarity matters. Word recognition experiments have shown that word forms that are phonologically embedded and related through inflection speed up each other's recognition, suggesting the word forms are represented within one unit in the mental lexicon. Research has further shown that words that are related through derivation, but that are phonologically different, are affected in a different way than words that are related through inflection. We conducted two experiments to further investigate this. We used three subtypes of one inflectional class of German nouns, which allowed us to study different word forms with a phonological difference, while keeping the morphological relations among the word forms constant. All of these nouns have a plural form that ends in a \textipa{-@}. They differ in the distribution of front and back vowels in the singular, plural and diminutive. This allows us to investigate the question whether word forms with different phonemes are processed differently with regard to (a) the number of word forms that share a vowel, and (b) the source of the similarity among the word forms; is the processing among word forms related through inflection different from the processing of word forms that are related through derivation? We found that nonces that are based on word forms with a fronted vowel are mistaken for words when they resemble words in the word family, but not when they are unrelated to words in the word family. This shows that morphological effects in word auditory recognition studies are also found when the word forms differ in a full phoneme. We argue that this can be captured with a network representation, instantiated as a frame.

Auditory hallucinations, top-down processing and language perception: a general population study.

Studies investigating the underlying mechanisms of hallucinations in patients with schizophrenia suggest that an imbalance in top-down expectations v. bottom-up processing underlies these errors in perception. This study evaluates this hypothesis by testing if individuals drawn from the general population who have had auditory hallucinations (AH) have more misperceptions in auditory language perception than those who have never hallucinated. We used an online survey to determine the presence of hallucinations. Participants filled out the Questionnaire for Psychotic Experiences and participated in an auditory verbal recognition task to assess both correct perceptions (hits) and misperceptions (false alarms). A hearing test was performed to screen for hearing problems. A total of 5115 individuals from the general Dutch population participated in this study. Participants who reported AH in the week preceding the test had a higher false alarm rate in their auditory perception compared with those without such (recent) experiences. The more recent the AH were experienced, the more mistakes participants made. While the presence of verbal AH (AVH) was predictive for false alarm rate in auditory language perception, the presence of non-verbal or visual hallucinations were not. The presence of AVH predicted false alarm rate in auditory language perception, whereas the presence of non-verbal auditory or visual hallucinations was not, suggesting that enhanced top-down processing does not transfer across modalities. More false alarms were observed in participants who reported more recent AVHs. This is in line with models of enhanced influence of top-down expectations in persons who hallucinate.

Glendonald Auditory Screening Procedure (GASP): clinical markers of the development of auditory recognition and comprehension abilities in children using cochlear implants.

To verify the influence of the age of implantation in the development of closed-set auditory recognition and auditory comprehension abilities in children using unilateral cochlear implants (CI), comparing distinct groups and determining clinical markers. Participants were 180 children operated and activated until 36 months of age and who used a CI for at least 60 months. Abilities of auditory recognition in closed-set and auditory comprehension were analyzed through the GASP Tests 5 and 6. The influence of age of implantation was investigated with three groups of children: implanted before 18 months (G1), between 19 and 24 months (G2) and between 25 and 36 months of age (G3). There was no statistically significant difference when comparing the three groups. Children progressively developed auditory abilities, presenting auditory recognition ability together at approximately 41±4 months of CI use and auditory comprehension at 53±4 months. There was no correlation between hearing performance and age of implantation for children implanted before 36 months of age. For the abilities of auditory recognition and comprehension, the clinical marker was 41±4 and 53±4 months of auditory age, respectively. Therefore, it is expected that, around 60 months of CI use, children implanted during the sensitive period can understand speech without the aid of orofacial reading, reaching the most complex hearing abilities.

Multiple exemplar instruction and integration of listening and speaking behaviors with substantive-adjective syntactic units in children with ANSD and CI.

To verify the effect of the multiple exemplar instruction at the acquisition and integration of listening and speaking behaviors, with substantives and substantive-adjective combinations, in children with Auditory Neuropathy Spectrum Disorder (ANSD) and cochlear implant (CI). Participants were two children with ANSD that were users of CI. We adopted dictated stimulus and pictures that corresponded to words (substantive) and substantive-adjective syntactic units. The study was arranged in teaching steps that were intercalated with listening and speaking behaviors probes, with all stimuli. The multiple exemplar instruction presented oral imitation (echoic), auditory recognition (listening) and pictures naming (touch) tasks, on a rotating way; the substantives were taught first and, after that, the substantive-adjective combinations. In the pre-test, the participants showed variability and discrepancy in the correct responses percentages of listening and speaking. All achieved firstly 100% correct responses in the listening task and the speaking performances were close to listening after the teaching. All extended substantive learning to substantive-adjective syntactic units. Children with ANSD and CI can learn and integrate listening and speaking behaviors by multiple exemplar instruction, from words to syntactic units.

The Relative Contribution of High-Gamma Linguistic Processing Stages of Word Production, and Motor Imagery of Articulation in Class Separability of Covert Speech Tasks in EEG Data

Word production begins with high-Gamma automatic linguistic processing functions followed by speech motor planning and articulation. Phonetic properties are processed in both linguistic and motor stages of word production. Four phonetically dissimilar phonemic structures “BA”, “FO”, “LE”, and “RY” were chosen as covert speech tasks. Ten neurologically healthy volunteers with the age range of 21–33 participated in this experiment. Participants were asked to covertly speak a phonemic structure when they heard an auditory cue. EEG was recorded with 64 electrodes at 2048 samples/s. Initially, one-second trials were used, which contained linguistic and motor imagery activities. The four-class true positive rate was calculated. In the next stage, 312 ms trials were used to exclude covert articulation from analysis. By eliminating the covert articulation stage, the four-class grand average classification accuracy dropped from 96.4% to 94.5%. The most valuable features emerge after Auditory cue recognition (~100 ms post onset), and within the 70–128 Hz frequency range. The most significant identified brain regions were the Prefrontal Cortex (linked to stimulus driven executive control), Wernicke’s area (linked to Phonological code retrieval), the right IFG, and Broca’s area (linked to syllabification). Alpha and Beta band oscillations associated with motor imagery do not contain enough information to fully reflect the complexity of speech movements. Over 90% of the most class-dependent features were in the 30-128 Hz range, even during the covert articulation stage. As a result, compared to linguistic functions, the contribution of motor imagery of articulation in class separability of covert speech tasks from EEG data is negligible.

Hierarchical deficits in auditory information processing in schizophrenia

Deficits in auditory processing contribute significantly to impaired functional outcome in schizophrenia (SZ), but mediating factors remain under investigation. Here we evaluated two hierarchical components of early auditory processing: pitch-change detection (i.e. identifying if 2 tones have “same” or “different” pitch), which is preferentially associated with early auditory cortex, and serial pitch-pattern detection (i.e. identifying if 3 tones have “same” or “different” pitch, and, if “different”, which one differed from the others), which depends also on auditory association regions.Deficits in pitch-change detection deficits in SZ have been widely reported and correlated with higher auditory disturbances such as Auditory Emotion Recognition (AER). Deficits in serial pitch-pattern discrimination have been less studied. Here, we investigated both pitch perception components, along with integrity of AER in SZ patients vs. controls using behavioral paradigms. We hypothesized that the deficits could be viewed as hierarchically organized in SZ, with deficits in low-level function propagating sequentially through subsequent levels of processing.Participants included 27 SZ and 40 controls. The magnitude of the deficits in SZ participants was large in both the pitch-change (d = 1.15) and serial pitch-pattern tasks (d = 1.21) with no significant differential task effect. The effect size of the AER deficits was extremely large (d = 2.82). In the SZ group, performance in both pitch tasks correlated significantly with impaired AER performance. However, a mediation analysis showed that serial pitch-pattern detection mediated the relationship between simpler pitch-change detection and AER in patients.Findings are consistent with hierarchical models of cognitive dysfunction in SZ with deficits in early information processing contributing to higher level impairments. Furthermore, findings are consistent with recent neurophysiological results suggesting similar level impairments for processing of simple vs. more complex tonal dysfunction in SZ.

Lexical access and competition in bilingual children: The role of proficiency and the lexical similarity of the two languages

Using a picture–auditory word recognition task, we examined how early child bilinguals access their languages and how the languages affect one another. Accuracy and response times in “false friends” (i.e., words with similar form but unrelated meanings) and semantically related words were compared with control conditions within and across languages and grades. Study 1 tested the performance of school-age children with balanced versus unbalanced knowledge of first-language (L1) Italian and second-language (L2) German. Study 2 compared unbalanced bilingual children with L1 Italian and L2 French or German to investigate the effect of lexical similarity in the children’s languages. Children were found to activate both languages on receiving an auditory stimulus; performance in each language was affected by proficiency in the other language, degree of between-language similarity, and length of experience with each language. The BLINCS (Bilingual Language Interactive Network for Comprehension of Speech) model was invoked as a plausible framework for conceptualizing the nature of bilingual phonolexical representation and its effect on word recognition.

Dichotic word recognition across ages

Successful auditory word recognition depends upon acquiring lexical and phonological representations during language acquisition. The intake of information through the auditory system requires an online integration of differing and potentially competing information presented to the two ears. The goal of the present study was to collect developmental data on the auditory-phonetic processing of words in a dichotic listening task with the participation of 320 Hungarian-speaking children between the ages of 3 and 10. Dichotic listening techniques have been used as a sensitive non-invasive procedure to assess language lateralization. Data were scored for each participant as the percentage (and number) of correctly recalled words for the right and left ear input. Results showed a significant increase of the correctly repeated words across ages. As expected, more correctly recalled words were found heard in the children’s right ear than in their left ear as an effect of right ear advantage. The dichotic listening method seems to be a good way to detect the auditory-phonetic abilities of typically developing children.

An emotion recognition subtyping approach to studying the heterogeneity and comorbidity of autism spectrum disorders and attention-deficit/hyperactivity disorder

BackgroundEmotion recognition dysfunction has been reported in both autism spectrum disorders (ASD) and attention-deficit/hyperactivity disorder (ADHD). This suggests that emotion recognition is a cross-disorder trait that may be utilised to understand the heterogeneous psychopathology of ASD and ADHD. We aimed to identify emotion recognition subtypes and to examine their relation with quantitative and diagnostic measures of ASD and ADHD to gain further insight into disorder comorbidity and heterogeneity.MethodsFactor mixture modelling was used on speed and accuracy measures of auditory and visual emotion recognition tasks. These were administered to children and adolescents with ASD (N = 89), comorbid ASD + ADHD (N = 64), their unaffected siblings (N = 122), ADHD (N = 111), their unaffected siblings (N = 69), and controls (N = 220). Identified classes were compared on diagnostic and quantitative symptom measures.ResultsA four-class solution was revealed, with the following emotion recognition abilities: (1) average visual, impulsive auditory; (2) average-strong visual and auditory; (3) impulsive/imprecise visual, average auditory; (4) weak visual and auditory. The weakest performing class (4) contained the highest percentage of patients (66.07%) and the lowest percentage controls (10.09%), scoring the highest on ASD/ADHD measures. The best performing class (2) demonstrated the opposite: 48.98% patients, 15.26% controls with relatively low scores on ASD/ADHD measures.ConclusionsSubgroups of youths can be identified that differ both in quantitative and qualitative aspects of emotion recognition abilities. Weak emotion recognition abilities across sensory domains are linked to an increased risk for ASD as well as ADHD, although emotion recognition impairments alone are neither necessary nor sufficient parts of these disorders.

Comparing length and frequency effects in children across modalities.

Although it is well established that beginning readers rely heavily on phonological decoding, the overlap of the phonological pathways used in visual and auditory word recognition is not clear. Especially in transparent languages, phonological reading could use the same pathways as spoken word processing. In the present study, we report a direct comparison of lexical decision performance in the visual and auditory modality in beginning readers of a transparent language. Using lexical decision, we examine how marker effects of length and frequency differ in the two modalities and how these differences are modulated by reading ability. The results show that both frequency and length effects are stronger in the visual modality, and the differences in length effects between modalities are more pronounced for poorer readers than for better readers. This suggests that visual word recognition in beginning readers of a transparent language initially is based on phonological decoding and subsequent matching in the phonological lexicon, especially for poor readers. However, some orthographic processing seems to be involved already. We claim that the relative contribution of the phonological and orthographic route in beginning readers can be measured by the differences in marker effects between auditory and visual lexical decision.

Individual differences in absolute pitch performance: Contributions of working memory, musical expertise, and tonal language background

By definition, individuals with absolute pitch (AP) can categorize with near perfect accuracy without a reference pitch. This definition implies a uniformity of performance across people; however, in reality AP is a complex, multidimensional ability, shaped by both early and recent auditory experiences. In the present study we assess whether AP possessors' accuracy for identifying isolated notes is more distributed when judging more challenging instrumental timbres and octaves, as well as whether variability in note categorization could be explained through individual differences in musical expertise, language background, or working memory. In a standard test of AP, all participants performed virtually perfectly. When tested on the challenging notes, performance was more normally distributed. In exploratory analyses, we found (1) lower accuracy among participants who speak a tonal language, (2) less musical expertise among tonal language participants, and (3) a positive relationship between working memory and note performance among tonal language participants that was not present for non-tonal language participants. Taken together, these results highlight the complexity of AP categorization when considered as an auditory skill rather than a native talent. The observation that working memory may be an important in AP categorization under some challenging circumstances is consistent with recent theoretical accounts of how working memory and expertise relate to auditory recognition more broadly.

In Search of Biomarkers for Autism Spectrum Disorder.

Autism Spectrum Disorder (ASD) lacks validated measures of core social functions across development stages suitable for clinical trials. We assessed the concurrent validity between ASD clinical measures and putative biomarkers of core deficits, and their feasibility of implementation in human studies. Datasets from two adult ASD studies were combined (observational study [n = 19] and interventional study baseline data [n = 19]). Potential biomarkers included eye‐tracking, olfaction, and auditory and visual emotion recognition assessed via the Affective Speech Recognition test (ASR) and Reading‐the‐Mind‐in‐the‐Eyes Test (RMET). Current functioning was assessed with intelligence quotient (IQ), adaptive skill testing, and behavioral ratings. Autism severity was determined by the Autism Diagnostic Observation Scale‐2 and Social Communication Interaction Test (SCIT). Exploratory measures showed varying significant associations across ASD severity, adaptive skills, and behavior. Eye tracking endpoints showed little relationship to adaptive ability but correlated with severity and behavior. ASR scores significantly correlated with most adaptive behavior domains, as well as severity. Olfaction predicted visual and auditory emotion recognition. SCIT scores related moderately to multiple severity domains, and was the only measure not related with IQ. RMET accuracy was less related to ASD features. Eye tracking, SCIT, and ASR showed high test–retest reliability. We documented associations of proximal biomarkers of social functioning with multiple ASD dimensions. With the exception of SCIT, most correlations were modest, limiting utility as proxy measures of social communication. Feasibility and reliability were high for eye‐tracking, ASR, and SCIT. Overall, several novel experimental paradigms showed potential as social biomarkers or surrogate markers in ASD. Autism Research 2018, 11: 1567–1579. © 2018 The Authors. Autism Research published by International Society for Autism Research and Wiley Periodicals, Inc.Lay SummaryMore accurate measurements of treatment effects are needed to help the development of new drug treatments for autism spectrum disorders (ASD). This study evaluates the relationship between assessments designed to measure behaviors associated with social communication and cognition in ASD with clinical and diagnostic assessments of symptom severity as well as their implementation. The assessments including eye‐tracking, auditory and visual social stimuli recognition, and olfaction identification showed potential for use in the evaluation of treatments for social difficulties in ASD.

Sequential bilateral cochlear implants in children and adolescents: Outcomes and prognostic factors

ObjectivesCochlear implants (CI) have enabled an increasing proportion of deaf children to develop oral communication. Despite the well-known benefits of bilateral implantation, many of these children and teenagers have only a unilateral implant. The aim of this study was to evaluate the benefits of sequential bilateral CI and the influence of relevant factors on outcome. Material and methodsA single-center retrospective study included 109 children and adolescents who received a second sequential CI between 2008 and 2016. Subjects were evaluated before sequential implantation and subsequently at 3, 12 and 24 months, on Speech Intelligibility Rating and speech perception tests: Categories of Auditory Performance, word and sentence recognition in silence and in noise. The influence of inter-implant interval and performance with the first CI were analyzed. ResultsIn the majority of patients, sequential CI provided significant improvement in speech and intelligibility perception. These benefits were seen not only for short but also for long inter-implant intervals. Some subjects with poor performance with their first implant showed significant progression after sequential bilateral implantation. ConclusionIn view of the benefits of sequential bilateral CI, we suggest that a second CI should be proposed to all unilaterally implanted children and adolescents, regardless of inter-implant interval and initial performance with the first CI. Further studies need to be conducted to identify prognostic factors for success in sequential contralateral implantation.

Impact of dance therapy on children with specific learning disability: a two-arm cluster randomized control study on an Italian sample.

Dance therapy can improve the quality of life of a person with several conditions, especially psychological well-being and quality of life, in the short and long-term. The aim of the study was to examine the effects of the dance therapy (DT) on specific learning disability (SLD) children. We wanted to test the impact on cognitive and emotional patterns on children with learning disorders. A two-arm cluster randomized control study was applied comparing 2 groups of SLD children (treated vs. non-treated). All children have been measured applying psychological battery before and at the end of the experimental protocol. Our data revealed significant differences between groups for auditory and visual recognition, for interpersonal relationships and for emotions recognition. DT seemed to provide positive evidence as an educational intervention for children with SLDs. Our results confirmed that DT protocol was an effective way to improve self-esteem, attention and concentration and emotional recognition in SLD children.

Basic auditory processing deficits and their association with auditory emotion recognition in schizophrenia

BackgroundIndividuals with schizophrenia are impaired in their ability to recognize emotions based on vocal cues and these impairments are associated with poor global outcome. Basic perceptual processes, such as auditory pitch processing, are impaired in schizophrenia and contribute to difficulty identifying emotions. However, previous work has focused on a relatively narrow assessment of auditory deficits and their relation to emotion recognition impairment in schizophrenia. MethodsWe have assessed 87 patients with schizophrenia and 73 healthy controls on a comprehensive battery of tasks spanning the five empirically derived domains of auditory function. We also explored the relationship between basic auditory processing and auditory emotion recognition within the patient group using correlational analysis. ResultsPatients exhibited widespread auditory impairments across multiple domains of auditory function, with mostly medium effect sizes. Performance on all of the basic auditory tests correlated with auditory emotion recognition at the p < .01 level in the patient group, with 9 out of 13 tests correlating with emotion recognition at r = 0.40 or greater. After controlling for cognition, many of the largest correlations involved spectral processing within the phase-locking range and discrimination of vocally based stimuli. ConclusionsWhile many auditory skills contribute to this impairment, deficient formant discrimination appears to be a key skill contributing to impaired emotion recognition as this was the only basic auditory skill to enter a step-wise multiple regression after first entering a measure of cognitive impairment, and formant discrimination accounted for significant unique variance in emotion recognition performance after accounting for deficits in pitch processing.