Group Of Normal Hearing Children Research Articles

Central auditory processing and listening effort in normal-hearing children: a pilot study

Objectives The current study aims to assess the link between central auditory processes and listening effort in a group of normal-hearing children. This will provide information over and beyond the standard central auditory processes and might have practical implications for listening situations which often require speech understanding in noisy environments. Method The current study included 35 normal-hearing children from six to eleven years old. Tympanometry, tonal audiometry, and speech audiometry was performed. Different auditory processing skills were assessed using the Frequency Pattern Test, the Staggered Spondaic Word Test, and the Dichotic Digits Test. Finally, a dual-task paradigm was used to evaluate listening effort. This paradigm consisted of the simultaneous performance of a speech-recognition task in different conditions of background noise and a visuospatial memory task using a digital Corsi Block test. Results Significant correlations between listening effort and several components of the auditory processing tests were established. Specifically, listening effort correlated significantly with some components of the SSWT as well as the DDT. Additionally, the listening effort test showed a significant age effect for the listening condition with the highest Signal-To-Noise Ratio. Conclusions Based on the current results, inclusion of listening effort in the test battery for auditory processing disorders would be valuable.

Long-term predictors of narrative skill in children with early bilateral cochlear implants

Narratives require the integration of many different linguistic skills and can be used as an ecologically valid measure of child language development. This study investigated the narrative skills of 18 six- to seven-year-old prelingually deaf children who received simultaneous bilateral cochlear implants (CI) between 5 and 18 months of age. No significant differences were found on any of the narrative measures between this group and a matched group of normal-hearing children. Measures taken of the children at 3, 6, 9, 12, 24, 36 and 48 months post-implantation, and measures from their parents were examined as possible predictors of narrative skills 72 months post-implantation. Child auditory skills, expressive language and receptive language were significant predictors of later narrative skills. A greater use of auditory-verbal language relative to visually supported language by parents and educators was associated with increased language complexity in child narratives. These results strongly suggest that early bilateral CI is associated with improved language outcomes for children with severe congenital hearing loss.

Investigation on the music perception skills of Italian children with cochlear implants

ObjectiveTo compare the music perception skills of a group of Italian-speaking children with cochlear implants to those of a group of normal hearing children; to analyze possible correlations between implanted children's musical skills and their demographics, clinical characteristics, phonological perception, and speech recognition and production abilities. Methods18 implanted children aged 5–12 years and a reference group of 23 normal-hearing subjects with typical language development were enrolled. Both groups received a melody identification test and a song (i.e. original version) identification test. The implanted children also received a test battery aimed at assessing speech recognition, speech production and phoneme discrimination. ResultsThe implanted children scored significantly worse than the normal hearing subjects in both musical tests. In the cochlear implant group, phoneme discrimination abilities were significantly correlated with both melody and song identification skills, and length of device use was significantly correlated with song identification skills. ConclusionsExperience with device use and phonological perception had a moderate-to-strong correlation to implanted children's music perception abilities. In the light of these findings, it is reasonable to assume that a rehabilitation program specifically aimed at improving phonological perception could help pediatric cochlear implant recipients better understand the basic elements of music; moreover, a training aimed at improving the comprehension of the spectral elements of music could enhance implanted children's phonological skills.

Establishment of Age-Specific Normative Data for the Canadian French Version of the Hearing in Noise Test for Children

A Canadian French version of the Hearing in Noise Test (HINT) has been developed to assess children's ability to recognize speech in noise. To avoid testing a large number of children in each clinical test site to establish soundfield norms, a protocol based on the use of correction factors has been proposed and validated in the current study. More specifically, the objective of this study was to provide a protocol for the establishment of age-specific normative data for the Canadian French HINT for children to facilitate its clinical use and allow comparing an individual child's performance with that of age-matched normal hearing children. Using the proposed protocol, a limited number of normal hearing adults are tested in each HINT condition to correct the adult headphone norms for the soundfield in question, and the correction factors established in the current study are then applied to generate age-specific soundfield norms. Mean adult performance values obtained in a given soundfield are entered into the HINT software, which automatically derives the soundfield adult norms, age-specific children norms, and percentile rankings. Speech reception thresholds (SRT) for sentences were measured in 70 native French-speaking subjects to establish mean performances across various age groups, and correction factors were calculated by comparing performance in each age group with adult performance. To validate the normalization protocol, 28 additional subjects were tested in a new soundfield. The correction factors were applied to adult performance (N = 15) and the resulting predicted scores were compared with measured performance in a group of 9-yr olds (N = 13). Statistical analyses indicate that SRTs decrease with age and reach adult values in older children (12-yr olds). Correction factors are therefore provided for children 6 to 12 yrs old. Spatial separation advantage, the improvement in SRT when speech and noise are spatially separated, also improves with age. The correction factors were effective in predicting mean SRTs for a previously untested age group in all HINT conditions apart from the quiet condition. The difference between predicted and measured performances was less than 0.5 dB for the noise conditions but exceeded 4 dB in the quiet condition. The reliability of SRT measures was determined, with an overall within-subjects SD of repeated measurements of 0.7 dB for the noise front condition. No learning effect was found in the current data. Correction factors can be used to predict performance on the HINT in a group of normal-hearing children in all HINT conditions, apart from quiet. Findings of the current study concur with the literature on age effects in auditory processing abilities, where performance on a variety of auditory tasks has been demonstrated to increase with age to reach adult-like values in adolescence or past 10 yrs.

Audiometria de reforço visual com diferentes estímulos sonoros em crianças

Hearing evaluation in children. To verify the Minimum Response Levels (MRL) through the use of Visual Reinforcement Audiometry (VRA) in the sound field, in 50 normal hearing children and in 25 children with hearing loss, taking into account the following variables: side of sound presentation, gender, age and type of stimulus. VRA was performed using pure tone frequency modulation (warble) and the Sonar System. The modulated tones were produced by the Pediatric Audiometer, in the frequencies of 500, 1000, 2000 and 4000 Hz and at the intensities of 80, 60, 40 and 20 dBNA. The modulated tones were presented in a decreasing sequence of intensity and by using the stimulus-reply-visual reinforcement conditioning. The assessment procedure and analysis of response were the same when using the stimuli of the Sonar System. However, on this occasion, a sound amplification box was used. Each loudspeaker with the visual reinforcement was positioned approximately at 90 masculine azimuth to the right and the left of the child, and at a distance of approximately 50 cm. Visual reinforcement was an illuminated clown. No statistically significant difference was found between the MNL and the side of sound presentation. The MRL at 500 Hz and 2000 Hz, when using the Sonar System, were lower for normal hearing males. In this group, there was a decrease in the MRL with the increase in age for both stimuli. When comparing the MRL with two stimuli, there was a statistically significant difference in favor of the Sonar System, but only for the group of normal hearing children below two years of age. The MRL decrease with age independently of the stimulus and are lower when using the Sonar System. For the group of children with hearing loss no significant difference was found for any of the studied variables.

Speech Perception in Noise for Children with Auditory Neuropathy/Dys-Synchrony Type Hearing Loss

To evaluate the effect of background noise on speech perception in children with auditory neuropathy/dys-synchrony (AN/AD) type hearing loss. Open and closed-set speech perception abilities were assessed in 12 school-age children who had been diagnosed with AN/AD in infancy. Data were also obtained from a cohort of subjects with sensorineural (SN) hearing loss and from a group of normal-hearing children. Closed-set speech understanding was more affected by the presence of a competing signal in the hearing impaired than in the normal-hearing subjects. The mean S/N ratio required to identify a spondee in noise was -11.5 +/- 2.0 dB for the normal group, whereas the ratio required for the SN group was -5.4 +/- 5.1 dB and for the AN/AD group was -2.5 +/- 4.7 dB. Closed-set perception in noise was not significantly different for the AN/AD children and their SN counterparts although there was a trend toward poorer performance in the AN/AD group. The effect of background noise on open-set speech perception was also similar across hearing-impaired subjects although again, the AN/AD cohort tended to show greater difficulties in noise than their SN peers. Listening in background noise was more difficult for our group of children with AN/AD-type hearing loss than for their normal-hearing peers. However, the noise effects were not consistent across subjects and some children demonstrated reasonable perceptual ability at low signal-to-noise ratios. The ways in which speech understanding is affected by competing signals may be different for different types of hearing deficit, but the results of this investigation indicate that significant perceptual disruption occurs both in children with auditory neuropathy/dys-synchrony and sensorineural type hearing loss.

Visual speechreading and cognitive performance in hearing-impaired and normal hearing children (11-14 years).

Previous research has demonstrated that parts of the variation in adults' speechreading performance can be explained by the characteristics of some cognitive components. However, these results apply to populations of adults and less is known as to how results for populations of adults can be generalised to populations of children. This study aimed to examine cognitive and visual skills in a group of bilaterally, moderately hearing-impaired children and a group of normal hearing children and how these two skills relate to variability in speechreading of context-embedded sentences. Twenty-three hearing-impaired children (mean age: 12.7) and 23 normal hearing children (mean age: 12.5) matched for age, sex, verbal ability and school grades. The mean 'better ear' auditory threshold for the hearing-impaired was 44.8 dB. The hearing-impaired children outperformed the normal hearing children on a sentence-based speechreading task and on a visual-visual word-decoding task, but not on a word-discrimination task. Differing from the case of adults, most cognitive tasks proved to be significantly related to sentence-based speechreading performance, where working memory capacity and visual word-decoding skill proved to be the strongest predictors. Speechreading is more cognitively demanding for children than for adults as they have not developed their cognitive abilities to the same extent as adults. Thus, they have to devote more processing capacity, relative to their total cognitive processing capacity, to the speechreading task. Skilled visual word-decoding and cognitive skills, together with everyday exposure to situations where speechreading is required, are some of the candidates for explanation of the hearing-impaired children's superior speechreading skill.

Hemispheric Specialization for the Processing of Tactual Stimuli in Congenitally Deaf and Hearing Children

A group of congenitally deaf and a group of normal hearing children were given two dichhaptically presented tests of hemispheric specialization.Left hemisphere specialization for language was assessed by a letter sequences task and right hemisphere specialization for spatial stimuli was measured by the nonsense shapes test of Witelson (1974). The results showed a significant right tactual field superiority for the processing of tactually presented letter sequences. There were no significant differences between the tactual fields for the processing of tactually presented nonsense shapes. The pattern of lateralization demonstrated on the letter sequences task was consistent across both groups. However, groups differed significantly on the overall performance of the verbal task, with deaf subjects demonstrating lower accuracy scores compared to hearing subjects.Age and I. Q. factors produced significant differences between sub-groups on the nonsense shapes task.