Development Of Auditory Perception Research Articles

Early Years: Creating Perceptual Space Where Music and Language Can Meet

ABSTRACT Auditory perception and auditory cognition development in early years are foundational for social and emotional development and language acquisition. The ability to recognize sound patterns around us and the delicate balance between their acoustic features determines our understanding of the intrinsic nature of language, socio-emotional interactions, and music. Both acoustic feature recognition and an ability to effectively form a perceptual unit – an auditory object – are fundamental for developing an ability to make sense of sound. Since both music and language rely on the auditory system to perceive and produce sound, the potential of using music in interventions for children with language acquisition difficulties like Autism Spectrum Disorders (ASD) has been raised by numerous scientists. Based on personal experience, the current paper discusses opportunities for supporting auditory perception development in music-based interactions using instrumental sound patterns. It details how manipulation of acoustic features like pitch, rhythm, timbre, duration, and intensity can help develop auditory skills like auditory pattern recognition, categorization of sounds by timbre, pitch, auditory object formation, and symbolization – the prerequisites for recognizing vocal identity, understanding spoken language, and articulating spoken messages.

Kochleární implantace jako řešení jednostranné hluchoty u dětí – první zkušenosti

Introduction: Single-sided deafness (SSD) is characterized by hearing loss in one ear (pure tone average – PTA – 70 dB HL and more) with practically normal hearing in the other ear (losses up to 30 dB HL). One of the solutions is cochlear implantation, which, unlike other compensatory mechanisms (CROS system, direct bone conduction systems), is the only one that enables binaural hearing. Material and methods: Six pediatric patients with SSD who underwent cochlear implantation at FN Motol in 2020–2021 were included in the study. We monitored the development of auditory perception with a cochlear implant, the ability of directional hearing and the average daily time of use of the sound processor. Results: All patients use the sound processor regularly, subjectively and objectively their hearing perception improved. Directional hearing is not yet demonstrable. We will continue to monitor the patients and the knowledge gained will need to be verified on a larger set in the future. Conclusion: Cochlear implantation can be a suitable way to solve unilateral deafness in children. When indicating, it is necessary to consider the etiology of the hearing defect, the duration of the deafness, and the motivation of the children and their parents to regularly use the sound processor. Keywords: cochlear implantation – speech perception – single sided deafness

ЗВУКОВОЙ ИДЕАЛ В ИНСТРУМЕНТАЛЬНОЙ МУЗЫКЕ И ЕГО ЭВОЛЮЦИЯ: ПРОБЛЕМЫ ИССЛЕДОВАНИЯ

The article raises questions about the methodology of studying the phenomenon and concept of the sound standard of instrumental music. An attempt is made to determine the role of acoustic and psychological factors in its evolution. The desire to substantiate and clarify the ideas formed in musicology about the a priori properties of instrumental sound caused the author to turn to significant and promising ideas of scientists, which have not yet developed into a theory. The sound value orientations of the musicians of the second half of the XXth — early XXIst centuries in working with the sound matter are defined. The analysis of cardinal turns in attitude to sound at the turn of the epochs leads to the involvement of similar processes of Baroque culture in the scientific field. The vector of the development of auditory perception is marked by the conditionality of the music-making practice. In this regard, the author analyzes the main observations, statements and generalizations in some of the most significant recent studies aimed at exploring new concepts of instrumental sound, timbre in close connection with modern writing techniques. Selected manuals on instrumentation and orchestration are used to determine the criteria for the ideal sound quality of the instruments. The prospects for further scientific research of the unique properties of instrumental sound as a special kind of latent energy, containing rich resources for conveying the essential content of the nonobjective in music, are outlined.

فعالية برنامج تدريبي لتنمية الإدراك السمعي لدى الأطفال ما قبل المدرسة المتأخرين لغويًا

The study aimed to know the effectiveness of a training program for the development of auditory perception among pre-school children who are linguistically late, and to discover the extent of the continuing impact of the training program for the development of auditory perception among pre-school children who are linguistically late, after a month of application, The study sample consists of (20) boys and girls with an age range between four and six years. The study sample were randomly divided into two groups n experimental group (n = 10) and a control group (n = 10) and the study used the following tools to achieve its objectives, the auditory cognition test, the verbal communication scale, the training program,

THE ROLE OF PODCASTS IN THE FORMATION OF LISTENING SKILLS

This article discusses effective methods of auditory understanding of speech in a foreign language using podcasts in teaching English, issues of perception, understanding and formation of skills and abilities for critical processing of sound material, development of auditory perception. Since listening is the basis of communication, mastery of verbal communication begins. It consists in the ability to distinguish perceived sounds, combine them into semantic complexes, memorize them when listening, carry out probabilistic forecasting and understand the received sound sequence, based on the communication situation. Computer technologies have already become in demand and relevant in the field of the educational process. In modern society, informatization in education is actively developing, aimed at the formation of an intellectually developed creative personality, well-oriented in the information space, ready for self-development and the use of this knowledge in future professional activities. The article outlines the theoretical prerequisites for the formation of podcasts and video programs as the most important component of communicative competence. The practical significance of the article lies in the fact that the use of podcasts and video programs for the formation of listening skills for foreign language learners can be an effective addition to classes and positively affect the level of students’ preparation for the international exam.

Auditory and verbal skills development post-cochlear implantation in Mandarin children with auditory neuropathy: a follow-up study

Background Cochlear implant (CI) is commonly used as one of the interventions in auditory neuropathy (AN) children. However, there are limited studies regarding the efficiency of CI in AN children. Objective This study aimed to compare the auditory and verbal skills development between the AN and typically developing (TD) children with CI. Methods The follow-up study compared the post-CI scores of questionnaires of AN and TD children about auditory and verbal skills development at 0, 1, 2, 3, 6, 9, 12, and 18 months of CI use. Results The results of auditory perception in AN and TD groups showed a significant improvement after first 3 months. Furthermore, the score was significantly lower in AN group after 18 months of CI use. The results of verbal skills in AN group showed a progressive trend after 9 months of CI use. Besides, the scores were significantly lower in AN group after 12 months of CI use. Conclusion and significance The auditory perception development in AN children with CI was rapidly improved during first 3 months, and verbal skills showed a trend of improvement after 9 months of CI use. However, the differences in auditory and verbal skills between AN and TD groups increased over time.

The content of correctional and pedagogical work on the development of auditory perception of children with speech disorders

The content of correctional and pedagogical work on the development of auditory perception of children with speech disorders

ОБУЧЕНИЕ РОДИТЕЛЕЙ ДЕТЕЙ ПОСЛЕ КОХЛЕАРНОЙ ИМПЛАНТАЦИИ В УСЛОВИЯХ СЕЛА: РОССИЙСКО-КАЗАХСТАНСКИЙ ОПЫТ

Simulation training of children’s parents after cochlear implantation in rural remote areas is a popular educational service, both in Russia and in the Republic of Kazakhstan. The importance of the problem under consideration is determined by the request of society and the state in innovative practices of psychological and pedagogical assistance to families with children with disabilities in conditions of shortage of defectological profile specialists in rural areas. In Russia, as in the Republic of Kazakhstan, some experience has been accumulated in teaching parents of children with disabilities, but the problem of using high-tech equipment in the rehabilitation of children within the framework of specially created «parent schools» has not been sufficiently studied. The article presents the results of a study conducted in educational institutions of Russia and Kazakhstan on the problem of improving the effectiveness of rehabilitation and habilitation of children with hearing impairments after cochlear implantation. The aim of the study was the process of teaching parents of children after cochlear implantation using the simulation method to increase the effectiveness of hearing development. The paper describes the experimental application of the author's polysensory training course «Sounds of the World», which allows the launch of spontaneous development of auditory perception with the help of family members of a child based on simulation training, analyzes the results of testing the methodology of teaching parents, concludes that the family is the main educational training ground for children with a cochlear implant, capable of spontaneous daily routine to replenish the educational potential of the child, recommendations are given on the use of the author's course in educational practice with the participation of the family.

РЕАБІЛІТАЦІЯ ДІТЕЙ З ПОРУШЕННЯМИ СЛУХУ В УКРАЇНІ НА СУЧАСНОМУ ЕТАПІ

У статті розглянуто проблему реабілітації дітей з порушеннями слуху, слухопротезованими кохлеарними імплантами, на сучасному етапі. Висвітлено основні аспекти виявлення порушення слуху різного ступеня, надання ранньої допомоги та сучасний метод слухопротезування — кохлеарна імплантація. Розкрито основні показники розвитку слуху у дитини після кохлеарної імплантації та важливість комплексного підходу в реабілітації. Відзначено, що дитина з кохлеарним імплантом може спілкуватися з людьми, чути їх і розуміти. Проте цей метод важливо застосувати в перші три роки життя дитини для розвитку мовних і слухових центрів мозку. У цьому разі за допомогою кохлеарного імпланта дитина навчиться сприймати мову оточення, використовувати мову для спілкування і буде розвиватися нарівні з однолітками, а відповідно й соціалізуватися.У статті наголошується на важливості та необхідності підготовки фахівців для реабілітації таких дітей, впровадження в освітній процес корекційних програм розвитку слухомовленнєвого сприйняття після кохлеарної імплантації, розроблення методичних рекомендацій для фахівців і батьків, літератури навчально-реабілітаційного спрямування.

Auditory perception of 6- and 7-year-old children from Poland and Czech Republic – comparative analysis

The article presents the results of an auditory perception study carried out with the use of Mira Stambak’s Reproduction of Rhythmic Structures, aimed at assessing the development of auditory perception. The study consisted in reproducing rhythmic structures with different levels of difficulty. The aim of the study was to assess the level of auditory perception in 6- and 7-year-old children from Poland and Czech Republic. For the purposes of the analysis, the respondents were divided into four groups, taking into account their age and place of residence. The article presents the results of the analysis of the assessment of the general correctness of the performance of tasks in each group due to the varying level of difficulty. As a result of the conducted research, it was found that the age and place of residence of the examined children determine the correctness of the performance of tasks of varying levels of difficulty assessing the level of auditory perception. The results regarding the correctness of simple tasks were not varied depending on the respondents’ age group and place of residence. In the case of tasks with an average level of difficulty, the results were comparable in both examined age and territorial differentiated groups. As regards the performance of the most difficult tasks, there were statistically significant differences between the compared groups with the highest results among 6- and 7-year-olds from Poland. Also, with regard to the total number of correctly performed tasks, there were statistically significant differences between the compared groups.

ON THE USE OF SIGN LANGUAGE IN TEACHING HEARING-IMPAIRED CHILDREN

Teaching children with hearing impairment for a long time, mainly a verbal form of education is used in Kazakhstan, based on the development of auditory perception. Subsequently, along with a relatively small number of positive cases, we have a number of generations of deaf citizens who are not able to read and write correctly, express their thoughts, etc. Grown - up children with hearing impairment, despite the efforts of sign language teachers and teachers, still communicate with each other in sign language and use written speech when communicating with hearing people. At the same time, the role of sign language in teaching the deaf cannot be overestimated, since it meets the special educational needs of children with hearing impairment. This article discusses traditional and alternative approaches to teaching the deaf; provides a brief overview of the existing normative legal acts regulating the status of sign language; presents the results of a survey of teachers on the use of sign language in teaching deaf children; identifies strategic aspects and conditions for using of sign language in educational organizations.

A study on the association of functional hearing behaviors with semantics, morphology and syntax in cochlear-implanted preschool children

ObjectivesMonitoring children's development of auditory perception, speech and language after implant programming is critical to post-implantation success. Most of the time, it is not possible to perform an evaluation in clinical conditions, and the tests administered may not provide adequate data on children's everyday functional hearing skills. Therefore, administration of functional hearing measures alongside clinical tests will present supplementary data as to both language development and functional hearing performance of children. In addition, determining demographic and environmental variables affecting functional hearing skills and language development will facilitate the implementation of countermeasures. The main objective of this study was to investigate the relationship of functional hearing behaviors in cochlear-implanted children with semantics, morphology and syntax, and to determine how various variables affect functional hearing and language development. MethodThe study was conducted with 48 cochlear implant users (24 female and 24 male) aged between 3 years and 5 years 11 months with no additional disability. The Test of Early Language Development –Third Edition (TELD-3) was administered to the children participating in the study, and the Functioning after Pediatric Cochlear Implantation (FAPCI) and the demographic information form was completed pursuant to the information provided by the parents. ResultsData analysis in accordance with our hypotheses revealed a significant relationship between semantics, morphology, syntax and functional hearing skill (p < 0.05). The results indicated that language development and functional hearing skill were positively affected by duration of implant use, duration of auditory rehabilitation and kindergarten attendance, and a negative relationship between screen time and functional hearing skill. ConclusionsIn conclusion, the FAPCI is a suitable measure for early listening development and language assessment after cochlear implantation surgery, providing supplementary data on functional hearing and language development when administered in conjunction with other tests. Many factors are affecting functional hearing and language development that determine cochlear implant success. It is important to identify these factors.

A Study of Outcome of Pediatric Cochlear Implantation in Patients with Cochleovestibular Nerve Deficiency.

A cochleovestibular nerve deficiency (CVND) could compromise stimulation of nerve by electrical pulses delivered from a cochlear implant, thereby hindering activity along auditory pathway. The evaluation of children with congenital hearing loss with a high-resolution magnetic resonance imaging is presently the investigative modality of choice to diagnose CVND. The aim of this study was to determine the outcomes in pediatric cochlear implant recipients with a diagnosis of CVND. The objectives included (1) to study the prevalence of CVND among children with prelingual congenital severe to profound hearing loss; (2) to assess post cochlear implantation (CI) outcomes in children with CVND using categories of auditory performance (CAP), speech intelligibility rating (SIR), and cortical auditory evoked potentials (CAEPs); and (3) to propose a management protocol for these children. All CI procedures performed during the study period in children 5 years or younger were included in study. All patients who were older than 5 years or had syndromic associations, multiple disabilities, second side or revision CI were excluded from the study. Children with unilateral cochleovestibular nerve aplasia and all other cases of CVND (type IIa and IIb) were advised to undergo CI on side with more radiologically robust nerve and/or cochlea anatomy. Children with bilateral CVND were included in group A, and age-matched cochlear implant candidates with normal cochleovestibular nerve anatomy were included in group B for statistical comparison of outcomes. In group A, post CI CAP and SIR, CAEP amplitude and latency at 12 months showed statistically significant difference (p<0.05) compared with preoperative values. However, mean score of CAEP latency and amplitude and SIR score was worse for group A compared with group B at 12 months, which was statistically significant (p<0.05). This study supports the fact that CI is a viable option to be offered in children with CVND (type IIa and IIb) for the development of auditory perception and speech.

Development of auditory perception in preschool children

ObjectiveThe aim of this study was to determine whether the auditory skills presented by five-year-old children can predict their performance in auditory processing (AP) tests at seven years old. DesignThirty-five children were evaluated for AP at two different times. At evaluation 1, the children were between 5 years 2 months and 6 years 1 month of age, and at evaluation 2, they were between 7 years 1 month and 7 years 8 months of age. The interval between the evaluations ranged from 18 to 23 months. After evaluation 2, the 7-year-olds were classified according to their performance on central AP tests. The children were divided into three groups: GI included nine children with at least two AP tests that scored two standard deviations below the mean and the presence of a speech complaint; GII included 18 children with at least two AP tests that scored two standard deviations below the mean and no speech complaints; and GIII included eight children with no more than one test scored two standard deviations below the mean and no speech disorders complaint. The analysis was performed considering each test individually and as a battery of applied tests. From the results obtained, a discriminant analysis was performed to assess the differences in test performance between the groups when the children were 5 years old. ResultsThe discriminant analysis showed that with the results obtained during evaluation 1, it was possible to predict which group 74.3% of the children would be classified into after evaluation 2. The percentage of correct classifications for each group was 77.8% for GI, 66.7% for GII and 87.5% for GIII. That is, 87.5% of the children who were classified as GIII after evaluation 2 had already demonstrated good auditory performance in the tests applied at 5 years of age. ConclusionsChildren who exhibited lower scores on AP tests at 7 years of age had demonstrated poor auditory perception at 5 years of age. This finding is relevant because it offers the possibility of stimulating or training these auditory skills in preschoolers to foster their development.

Language evaluation in children with pre-lingual hearing loss and cochlear implant

IntroductionThe cochlear implant is an effective device for children with severe and/or profound prelingual hearing loss, since it provides considerable improvement in oral language acquisition through the auditory pathway. The use of a cochlear implant contributes to the development of auditory perception, favoring the acquisition of the linguistic processes related to communication skills, which might have a positive effect on other areas of development. ObjectiveThe aim of this study was to verify the performance of children using cochlear implants for expressive and receptive oral language. MethodsThis was a prospective cross-sectional study that used the following tests: Child language test in the phonology, vocabulary, fluency and pragmatics areas, and the Peabody picture vocabulary test. Thirty children participated in this study, of both genders, aged between 36 and 72 months, with severe and/or profound bilateral sensorineural hearing loss, without other impairments and users of unilateral cochlear implant with full electrode insertion for a minimum of 12 months. ResultsThe longer duration of the cochlear implant use, the younger age at surgery and the better performance in the auditory perception of speech influenced the performance in expressive and receptive oral language. Even though when compared to the normative language acquisition process, the results showed that these children had patterns of linguistic skills that are below their chronological age; the results indicate that these children are developing expressive and receptive oral language skills, and this is the outcome that should be taken into account in this study. ConclusionThe longer duration of the cochlear implant use, the younger age at surgery and the better performance in the auditory perception of speech influenced the performance in expressive and receptive oral language skills, but not in all the studied semantic categories.

Avian prenatal auditory stimulation: progress and perspectives

Prenatal auditory stimulation is known to critically affect the development of acoustic preference and species recognition throughout ontogeny in birds. We focus our review on experimental studies that have used birds as model systems to explore the effects of prenatal auditory stimulation on the developing organism. To begin, we introduce concepts and terms of embryonic stages and learning and review the development of auditory perception and responsivity to acoustic stimulation in avian embryos. We then analyze studies that provide specific details of the effects of prenatal acoustic stimulation on the behavior, social preferences, and vocal production of both pre- and postnatal birds and discuss nuanced effects of the social and perceptual environment to which embryos may be exposed. We conclude that acoustic stimulation of avian embryos is a viable and critical model for future studies on the role of early experiences on the development of neural substrates and the resulting social affiliation patterns.

تنمية الإدراک السمعي مدخل لتحسين مهارات اللغة التعبيرية لدى الأطفال ذوى اضطراب المعالجة السمعية المرکزية (CAPD)

استهدفت هذه الدراسة الکشف عن فعالية برنامج لتنمية الادراک السمعي لتحسين مهارات اللغة التعبيرية لدى الأطفال ذوي اضطراب المعالجة السمعية المرکزية (CAPD) ، وتتضمن عينة الدراسة الأساسية مجموعة من الأطفال ذوى اضطراب المعالجة السمعية ؛ ممن حصلوا على درجات منخفضة على مقياسي الإدراک السمعي ومهارات اللغة التعبيرية ، وقد بلغ عددهم 10 أطفال (6ذکور – 4إناث) ، وتتراوح أعمارهم بين 6 - 9 سنوات، ويقع ذکاءهم في حدود المتوسط. وقد تمت الاستعانة بعدد من الأدوات، تمثلت في : مقياس تشخيص اضطراب المعالجة السمعية ، مقياس الادراک السمعي ، مقياس اللغة التعبيرية ، برنامج تنمية الإدراک السمعي (وجميعهم من إعداد الباحثة) ، اختبار المصفوفات المتتابعة الملونة (جون رافن): تقنين عبد الفتاح القرشي، 1987م. وقد خلصت الدراسة إلى عدة نتائج، من أهمها: حقق البرنامج نتائج إيجابية في تنمية الإدراک السمعي لدى الأطفال المشارکين في البرنامج. تحسن أداء المجموعة على مقياس اللغة التعبيرية بعد تطبيق البرنامج. استمر الأثر الإيجابي للبرنامج؛ حيث لم يتأثر أداء المجموعة على مقياسي الإدراک السمعي واللغة التعبيرية بمرور فترة زمنية بلغت شهر ونصف. Development of auditory perception an entrance to improve expressive language skills of children with central auditory processing disorder (CAPD) Heba Hussein Ismail Abstract This study aimed to detect the effectiveness of the program for the development of auditory perception to improve expressive language skills of children with central auditory processing disorder (CAPD). The sample of the study contains a group of children with auditory processing disorder; those who received low scores on measurements of auditory perception and skills expressive language, their number has reached 10 children (six males - four females), aged between 6-9 years, and their intelligence is located in the limits of the mean. The study included number of tools represented in: diagnosis of auditory processing disorder scale, auditory perception scale, expressive language measure, auditory perception (Development Program and all of them were prepared by the researcher), Raven's Progressive colorful Matrices, translated into Arabic by Abd Elfattah alqurashi (1987). The study concluded several results, including: 1. The program achieved positive results in the auditory perception to children participating in the program's development. 2. improve the Group's performance on a scale of expressive language after the application of the program. 3. the positive impact of the program continued; where the group's performance on auditory perception scale, expressive language measure was not affected over a period of time amounted to a month and a half

Evaluation of auditory perception development in neonates by quantitative electroencephalography and auditory event-related potentials.

ObjectiveThe present study was performed to investigate neonatal auditory perception function by quantitative electroencephalography (QEEG) and auditory event-related potentials (aERPs) and identify the characteristics of auditory perception development in newborns.MethodsFifty-three normal full-term neonates were divided into three groups according their age in days. An auditory oddball paradigm was used. QEEG (resting state and task state) and aERPs were performed. EEG δ power in the resting and task states and at different ages was respectively analyzed. The N2 area and latency of aERPs at different ages were also compared.ResultsThe four main findings of this study are as follows. First, the increase in the EEG δ power was significantly greater in the task than resting state in Group 3 at the Fz lead (t = −3.371, P = 0.004) and in Groups 2 and 3 at the Cz lead (Group 2: t = −3.149, P = 0.005; Group 3: t = −3.609, P = 0.002). Second, the δ power gradually increased from 1 to 10 days of age (Group 1), peaked at 11 to 20 days (Group 2), and gradually decreased from 21 to 28 days (Group 3). The data in the Fz lead during the task state and in the Cz lead during the resting and task states were statistically significant (F = 5.875, P = 0.005; F = 5.523, P = 0.007; and F = 5.402, P = 0.008, respectively). Third, the N2 area significantly increased with age by presentation of target stimuli (F = 5.26, P = 0.01). The N2 area increased most significantly from 21 to 28 days (Group 3). Finally, the N2 latency significantly decreased with age (Fz lead: F = 4.66, P = 0.023; Cz lead: F = 7.18, P = 0.005). The N2 latency decreased most significantly from 11 to 20 days of age (Group 2).ConclusionRapid cognitive development occurs during the neonatal period. In the first several days after birth, the EEG δ power and N2 area manifested the characteristic performance of identifying task information. QEEG and aERP measurement can be used as objective indices with which to evaluate auditory perception development in neonates.

Evaluation of auditory perception development in neonates by event-related potential technique

ObjectiveTo investigate auditory perception development in neonates and correlate it with days after birth, left and right hemisphere development and sex using event-related potential (ERP) technique. MethodsSixty full-term neonates, consisting of 32 males and 28 females, aged 2–28days were included in this study. An auditory oddball paradigm was used to elicit ERPs. N2 wave latencies and areas were recorded at different days after birth, to study on relationship between auditory perception and age, and comparison of left and right hemispheres, and males and females. ResultsAverage wave forms of ERPs in neonates started from relatively irregular flat-bottomed troughs to relatively regular steep-sided ripples. A good linear relationship between ERPs and days after birth in neonates was observed. As days after birth increased, N2 latencies gradually and significantly shortened, and N2 areas gradually and significantly increased (both P<0.01). N2 areas in the central part of the brain were significantly greater, and N2 latencies in the central part were significantly shorter in the left hemisphere compared with the right, indicative of left hemisphere dominance (both P<0.05). N2 areas were greater and N2 latencies shorter in female neonates compared with males. ConclusionThe neonatal period is one of rapid auditory perception development. In the days following birth, the auditory perception ability of neonates gradually increases. This occurs predominantly in the left hemisphere, with auditory perception ability appearing to develop earlier in female neonates than in males. ERP can be used as an objective index used to evaluate auditory perception development in neonates.

The impact of muscle tone on the development of auditory perception – research orientation

The impact of muscle tone on the development of auditory perception – research orientation