Sentence Recall Research Articles

Predictors of sentence recall performance in children with and without DLD: Complexity matters.

Using archival data from 106 children with and without DLD who spoke two dialects of English, we examined the independent contributions of vocabulary, morphological ability, phonological short term memory (pSTM), and verbal working memory (WM) to exact sentence recall, ungrammatical repetition, and incorrect tense production. For exact repetitions on simpler sentences, performance of the DLD group was predicted by morphological ability, pSTM and WM, while that of the TD group was predicted by vocabulary and sometimes pSTM. On complex sentences, performance of the DLD group was predicted by morphological ability, and the TD group was predicted by pSTM and WM. For ungrammatical repetitions and incorrect tense, morphological ability was a factor for both groups, with WM also affecting the DLD group for ungrammatical production. Thus, sentence recall taxes multiple resources, with more and different factors being taxed at lower levels of complexity for children with DLD than those without.

Predictors of language and reading outcomes in 12-year-old children born very preterm.

To investigate predictors of language and reading outcomes in 12-year-old Swedish children born very preterm (<32 gestational weeks) in 2004-2007. Children born very preterm (n = 78, 43 girls), and term-born controls (n = 50, 32 girls), were examined on verbal IQ, semantic and phonemic fluency, sentence recall, reading fluency, word and phonological decoding at 12 years of age. The results were related to neonatal characteristics, language development, measured with Bayley-III, at 2.5 years corrected age, and concurrent non-verbal IQ. Preterm children showed language and reading difficulties that were not completely accounted for by level of concurrent non-verbal IQ. Extremely preterm born children (<28 gestational weeks) demonstrated specific linguistic weaknesses. Administration of antenatal steroids, retinopathy of prematurity and persistent ductus arteriosus explained unique variance in language and reading outcomes. Language assessments at 2.5 years had low predictive value for language and reading outcomes at age 12. Language and reading difficulties in 12-year-old children born preterm were not fully explained by concurrent non-verbal IQ, and were not reliably predicted by language assessments at 2.5 years. Renewed language assessments at school age are warranted for identifying children with persisting linguistic difficulties.

Links Among Attention-Deficit/Hyperactivity Disorder Symptoms and Psycholinguistic Abilities Are Different for Children With and Without Developmental Language Disorder.

Both developmental language disorder (DLD) and attention-deficit/hyperactivity disorder (ADHD) represent relatively common and chronic neurodevelopmental conditions associated with increased risk for poor academic and interpersonal outcomes. Reports of common co-occurrence suggest these neurodevelopmental disruptions might also be linked. Most of the data available on the issue have been based on case-control studies vulnerable to ascertainment and other biases. Seventy-eight children, representing four neurodevelopmental profiles (DLD, ADHD, co-occurring ADHD + DLD, and neurotypical development), were administered a battery of psycholinguistic tests. Parents provided standardized ratings of the severity of their children's inattention, hyperactivity/impulsivity, and executive function symptoms. Examiners were blinded to children's clinical status. Group differences, correlations, and best subset regression analyses were used to examine potential impacts of children's ADHD symptoms on their psycholinguistic abilities. For children with DLD, significant links between their ADHD symptoms and psycholinguistic abilities were limited to the contributions of elevated hyperactivity/impulsivity symptoms to lower pragmatic abilities. For children without DLD, inattention symptoms contributed to lower levels of performance in pragmatic, sentence recall, receptive vocabulary, and narrative abilities. Links among children's ADHD symptoms and their psycholinguistic abilities were different for children with and without DLD. Implications for the provision of clinical services are discussed.

Identifying early language predictors: A replication of Gasparini et al. (2023) confirming applicability in a general population cohort

AbstractBackgroundIdentifying language disorders earlier can help children receive the support needed to improve developmental outcomes and quality of life. Despite the prevalence and impacts of persistent language disorder, there are surprisingly no robust predictor tools available. This makes it difficult for researchers to recruit young children into early intervention trials, which in turn impedes advances in providing effective early interventions to children who need it.AimsTo validate externally a predictor set of six variables previously identified to be predictive of language at 11 years of age, using data from the Longitudinal Study of Australian Children (LSAC) birth cohort. Also, to examine whether additional LSAC variables arose as predictive of language outcome.Methods &amp; ProceduresA total of 5107 children were recruited to LSAC with developmental measures collected from 0 to 3 years. At 11–12 years, children completed the Clinical Evaluation of Language Fundamentals, 4th Edition, Recalling Sentences subtest. We used SuperLearner to estimate the accuracy of six previously identified parent‐reported variables from ages 2–3 years in predicting low language (sentence recall score ≥ 1.5 SD below the mean) at 11–12 years. Random forests were used to identify any additional variables predictive of language outcome.Outcomes &amp; ResultsComplete data were available for 523 participants (52.20% girls), 27 (5.16%) of whom had a low language score. The six predictors yielded fair accuracy: 78% sensitivity (95% confidence interval (CI) = [58, 91]) and 71% specificity (95% CI = [67, 75]). These predictors relate to sentence complexity, vocabulary and behaviour. The random forests analysis identified similar predictors.Conclusions &amp; ImplicationsWe identified an ultra‐short set of variables that predicts 11–12‐year language outcome with ‘fair’ accuracy. In one of few replication studies of this scale in the field, these methods have now been conducted across two population‐based cohorts, with consistent results. An imminent practical implication of these findings is using these predictors to aid recruitment into early language intervention studies. Future research can continue to refine the accuracy of early predictors to work towards earlier identification in a clinical context.WHAT THIS PAPER ADDSWhat is already known on the subject There are no robust predictor sets of child language disorder despite its prevalence and far‐reaching impacts. A previous study identified six variables collected at age 2–3 years that predicted 11–12‐year language with 75% sensitivity and 81% specificity, which warranted replication in a separate cohort.What this study adds to the existing knowledge We used machine learning methods to identify a set of six questions asked at age 2–3 years with ≥ 71% sensitivity and specificity for predicting low language outcome at 11–12 years, now showing consistent results across two large‐scale population‐based cohort studies.What are the potential or clinical implications of this work? This predictor set is more accurate than existing feasible methods and can be translated into a low‐resource and time‐efficient recruitment tool for early language intervention studies, leading to improved clinical service provision for young children likely to have persisting language difficulties.

Automatic metaphor processing in developmental dyslexia

IntroductionPrevious research found metaphor impairments with dyslexia; however, it is unclear if difficulties are due to initial activation of the metaphorical meaning or to subsequent discourse integration processes. The study examines the presence of early automatic processing of metaphors in adults with developmental dyslexia, considering the role of executive functions and metaphor familiarity. MethodsUsing a sentence recall task and a semantic judgment task from the Metaphor Interference Effect (MIE) paradigm, we evaluated two early stages of metaphor comprehension, namely the generation of the figurative meaning and the suppression of the literal meaning. High and low familiar metaphors, and their scrambled counterparts, were aurally presented to participants, who were asked to judge whether sentences were literally true or literally false. Afterwards, they were provided ten minutes to recall the sentences they heard to verify the depth of processing for each type of stimulus. A total of 26 participants with dyslexia were included in the experimental group, and 31 in the control group. ResultsIndividuals with dyslexia showed a MIE and an accuracy rate that are similar to participants without dyslexia. Inhibition correlated with the MIE size only for high familiar metaphors, and working memory seemed to play no role in the process. In the recall task, both groups demonstrated a better encoding of the metaphorical sentences compared to scrambled metaphors, but participants with dyslexia recalled less metaphors than did the control group, showing that metaphors are no exception to the limitations in sentence retrieval typically found in dyslexia. ConclusionsOur findings suggest that individuals with dyslexia are comparable to participants without dyslexia in their ability to automatically compute metaphorical meanings. Thus, difficulties in metaphor comprehension in people with dyslexia that have been detected in previous studies might depend on meaning construction in context rather than online semantic processing.

Implementation of Learn to Play Therapy for Children in Special Schools.

Play is the primary occupation in childhood and fundamental to occupational therapy practice. To evaluate a play intervention in special school settings. Pre- and postinvolvement of a 7-mo play program. Four special schools in Victoria, Australia, for children with IQs < 70. Thirty-eight children with diagnoses including intellectual disability, autism, and global developmental delay, 7 teachers, 2 speech pathologists, and 2 occupational therapists. Learn to Play Therapy for 1 hr per week over a 7-mo period. Pre-post outcome measures included children's pretend play skills, language, social skills, emotional regulation, and academic competence. Mean age of 38 children (15 girls and 23 boys) at baseline was 5 yr 7 mo (SD = 0.46 yr). Results showed significant changes in children's pretend play (p = .03), ability to recall sentences (p = .02), social skills (p = .022), and academic competence (p = .012). Learn to Play had a large effect on children's narrative skills (d = 2.72). At follow-up, object substitution at baseline influenced expressive language (p < .001), narrative mean language utterance (MLU; p = .015), social skills (p < .001), and academic competence (p < .001); elaborate play at baseline plus time influenced social skills (p < .001); and elaborate play at baseline influenced narrative MLU (p =. 016), sentence recall (p = .009), and academic competence (p = .001). Embedding pretend play within practice positively influenced children's language, narrative, social, and academic skills. Plain-Language Summary: This study adds to the limited research on play-based therapy programs in special school settings for children with an IQ of less than 70. Children participated in Learn to Play Therapy, during which an occupational therapist, who has observed and assessed the child's play and understands the child's play abilities, played beside the child. Learn to Play Therapy is a child-centered therapy that is used to increase a child's ability to self-initiate and enjoy pretend play. The positive impacts of supporting the children's pretend play ability were highlighted by increases in their pretend play, language, social skills, academic competence, and narrative language after participating in Learn to Play Therapy in their special schools.

The Impact of Linguistic Prediction Violations on Downstream Recognition Memory and Sentence Recall.

Predicting upcoming words during language comprehension not only affects processing in the moment but also has consequences for memory, although the source of these memory effects (e.g., whether driven by lingering pre-activations, re-analysis following prediction violations, or other mechanisms) remains underspecified. Here, we investigated downstream impacts of prediction on memory in two experiments. First, we recorded EEG as participants read strongly and weakly constraining sentences with expected, unexpected but plausible, or semantically anomalous endings ("He made a holster for his gun / father / train") and were tested on their recognition memory for the sentence endings. Participants showed similar rates of false alarms for predicted but never presented sentence endings whether the prediction violation was plausible or anomalous, suggesting that these arise from pre-activation of the expected words during reading. During sentence reading, especially in strongly constraining sentences, plausible prediction violations elicited an anterior positivity; anomalous endings instead elicited a posterior positivity, whose amplitude was predictive of later memory for those anomalous words. ERP patterns at the time of recognition differentiated plausible and anomalous sentence endings: Words that had been plausible prediction violations elicited enhanced late positive complex amplitudes, suggesting greater episodic recollection, whereas anomalous sentence endings elicited greater N1 amplitudes, suggesting attentional tagging. In a follow-up behavioral study, a separate group of participants read the same sentence stimuli and were tested for sentence-level recall. We found that recall of full sentences was impaired when sentences ended with a prediction violation. Taken together, the results suggest that prediction violations draw attention and affect encoding of the violating word, in a manner that depends on plausibility, and that this, in turn, may impair future memory of the gist of the sentence.

A preliminary study of the effects of stimulant medications on estimates of psycholinguistic abilities for children with attention-deficit/hyperactivity disorder

ABSTRACT Underlying deficits in inattention, hyperactivity, and/or impulsivity might contribute to suboptimal test-taking behaviours during language assessments that can lead to diagnostic errors. Considerations of potential medication effects on estimates of children’s nonword repetition, sentence recall, tense-marking, and narrative abilities are warranted given long-standing enthusiasm for these indices to serve as clinical markers for developmental language disorder (DLD). A battery consisting of 1 nonverbal, 1 reading, and 6 verbal measures was administered twice to 26 children (6–9 years) with independently diagnosed combined-type attention-deficit/hyperactivity disorder (ADHD). All participants had been prescribed stimulant medications for the management of their ADHD symptoms and were assessed off- and on-medication, with order counter-balanced across participants. Half of the participants had concomitant DLD. Examiners were unaware of children’s clinical status during assessments or when they were testing children who had received medication. Effect sizes were calculated for each measure. Significant score differences indicating a beneficial impact of stimulant medications on children’s performances were observed on the recalling sentences subtest of the Clinical Evaluation of Language Fundamentals and the Picture Peabody Vocabulary Test. Adjustments may be needed when speech language pathologists use sentence recall or receptive vocabulary measures to make diagnostic decisions with children who have ADHD.

Sensor-fusion to understand communication difficulty during conversations in noise

Difficulty communicating is the most challenging consequence of living with hearing loss, substantially affecting personal and professional relationships. While hearing devices help to redress this challenge, there is often a mismatch between performance measures obtained in clinical and laboratory settings and observed real-world behaviour. This discrepancy is likely due to an array of parameters, with the most notable being unrealistic speech stimuli (e.g., contrived sentence materials), artificial background noise, and tasks that do not reflect real-world communication behaviour or scenarios (e.g., sentence recall). To bridge this gap, we used sensor-fusion to understand communication difficulties in familiar communication partners engaged in natural, unrestricted conversations while listening to different levels of realistic background noise. We tallied communication breakdowns as a robust, overt metric of communication difficulty and fused data from an array of sensors including microphones, eye and motion trackers, and wearables that detect autonomic nervous system activity to objectively index communication difficulty. Our approach aims to find biomarkers that may predict the communication difficulties faced by individuals with hearing loss in the real-world. Ultimately, this research will contribute to enhancing the effectiveness of hearing devices, leading to improved social connection and quality of life for people with hearing loss.

Read carefully, because this is important! How value-driven strategies impact sentence memory.

Little is understood about how people strategically process and remember important but complex information, such as sentences. In the current study, we asked whether people can effectively prioritize memory for sentences as a function of their relative importance (operationalized as a reward point value) and whether they do so, in part, by changing their sentence processing strategies when value information is available in advance. We adapted the value-directed remembering paradigm (Castel, Psychol Learn Motiv 48:225-270, 2007) for sentences that varied in constraint and predictability. Each sentence was associated with a high or low value for subsequent free recall (whole sentence) and recognition (sentence-final words) tests. Value information appeared after or before each sentence as a between-subject manipulation. Regardless of condition, we observed that high-value sentences were recalled more often than low-value sentences, showing that people can strategically prioritize their encoding of sentences. However, memory patterns differed depending on when value information was available. Recall for high-value sentences that ended unexpectedly (and therefore violated one's predictions) was reduced in the Before compared to the After condition. Before condition participants also showed a greater tendency to false alarm to lures (words that were the predicted - but not obtained - ending) from strongly constraining sentences. These observations suggest that when people try to prioritize sentence-level information that they know is valuable, the reading strategies they employ may paradoxically lead to worse memory.

Effects of human probiotics on memory and psychological and physical measures in community-dwelling older adults with normal and mildly impaired cognition: results of a bi-center, double-blind, randomized, and placebo-controlled clinical trial (CleverAge biota).

This study presents results of our randomized clinical trial studying the effect of human probiotics on memory and psychological and physical measures following our study protocol registered at clinicaltrials.gov NCT05051501 and described in detail in our previous paper. Community dwelling participants aged between 55 and 80 years were randomly assigned to receive a single dose of 106 colony-forming units of human Streptococcus thermophilus GH, Streptococcus salivarius GH NEXARS, Lactobacilus plantarum GH, and Pediococcus pentosaceus GH or placebo. A cross-over design allowed each group to receive probiotics and placebo for 3 months each in reverse order. A small subset of participants was examined online due to the COVID-19 pandemic. After 6 months a small number of volunteers were additionally assessed after 2 months without any intervention. Primary outcome measures included changes in cognitive functions assessed using brief tests and a neuropsychological battery and changes in mood assessed using validated questionnaires. Secondary outcome measures included changes in self-report and subjective measures using depression and anxiety questionnaires, seven visual analog scales of subjective feelings (memory, digestion, etc.), and physical performance. At baseline, the probiotic-placebo group A (n = 40, age 69 ± 7 years, education 16 ± 3 years, 63% females, body mass index 28.5 ± 6, subjective memory complaint in 43%) did not differ from the placebo-probiotic group B (n = 32) in any of the sociodemographic characteristics and evaluated measures including cognitive status. At follow-up visits after 3, 6, and 8 months, no cross-sectional differences in any of the measures were found between the groups except worse sentence recall of the ALBA test after 3 months of probiotic use. Score changes were not observed for all cognitive tests but one in any group between visits 1 and 3 and between visits 3 and 6. The only change was observed for the TMT B test after the first three months but no change was observed after the second three months. The treatment with human probiotics and prebiotics did not improve cognitive, affective, or physical measures in community-dwelling individuals with normal or mildly impaired cognitive functions. clinicaltrials.gov, identifier NCT05051501.

Responding to parental concern about children's reading.

This study explored if parents are accurate in their reading concerns, with implications for paediatric practice. Parents of school-aged children in 34 schools in Ontario, Canada responded to a questionnaire about their children's academic development (27% response), and their children participated in standardized, norm-referenced tests of word reading and an oral sentence recall task. Parental concern status was retrospectively cross-referenced with reading difficulty status (<25th percentile on the word reading tests) for grade 2 children with complete data (n = 294); diagnostic accuracy was evaluated. Demographic and reading-related characteristics of children whose parents' concern did not match their reading difficulty status were explored. Approximately 22% of parents endorsed concern, while 18.5% of children had word reading difficulty. Parental concern status accurately corresponded with reading difficulty status in 81% of cases (95% CI: 76% to 85%). Specificity was 85% (95% CI: 80% to 90%), while sensitivity was 59% (95% CI: 44% to 73%). Children of unconcerned parents rarely had word reading problems (NPV 91%; 95% CI: 88% to 94%), while children with concerned parents had word reading difficulty in 45% of cases (PPV; 95% CI: 36% to 54%). Apparent inaccuracy (i.e., mismatch between parental concern and reading difficulty status) was related to children's word reading, oral sentence recall skills, and English language learner (ELL) status, but not child age, sex, or parent education. Many parents of grade 2 children endorse reading concerns. Parental concern is an overall accurate screener for word reading difficulty, although some children will be missed. Evidence-informed recommendations for responding to parental concern are provided.

Disturbing the activity of the primary motor cortex by means of transcranial magnetic stimulation affects long term memory of sentences referred to manipulable objects.

Previous studies on embodied meaning suggest that simulations in the motor cortex play a crucial role in the processing of action sentences. However, there is little evidence that embodied meaning have functional impact beyond working memory. This study examines how the neuromodulation of the motor cortex (M1) could affect the processing of action-related language, measuring participants' performance in a long-term memory task. Participants were submitted to two sessions in separate days, one with low-frequency repetitive transcranial magnetic stimulation (rTMS) and the other with sham rTMS. The pulses were delivered for 15 minutes over M1 or over V1, used as a control area. After each stimulation or sham period, the participants were asked to memorize a list of simple sentences, with a manual action verb or an attentional verb, followed in both cases by a noun referred to a manipulable object (e.g., to hang a cane vs. to observe a cane). Finally, they received the verbs as cues with instructions to recall the nouns. The results showed that low frequency rTMS on M1, compared to sham stimulation, significantly improved the performance in the memory task, for both types of sentences. No change in performance was found after the rTMS stimulation of V1. These results confirm that the perturbation on the motor system, affect the memory of manipulable object names in the context of sentences, providing further evidence of the role played by the sensorimotor system in the encoding and recall of concrete sentences of action.

Reduced Hippocampal Volumes in Children with History of Hypoxic Ischemic Encephalopathy after Therapeutic Hypothermia.

Hypoxic ischemic encephalopathy (HIE) remains a significant cause of disability despite treatment with therapeutic hypothermia (TH). Many survive with more subtle deficits that affect daily functioning and school performance. We have previously shown an early indication of hippocampal changes in infants with HIE despite TH. The aim of this study was to evaluate the hippocampal volume via MRI and memory function at 5 years of age. A cohort of children followed from birth returned for a 5-year follow-up (n = 10 HIE treated with TH, n = 8 healthy controls). The children underwent brain MRI and neurodevelopmental testing to assess their brain volume, general development, and memory function. Children with HIE had smaller hippocampal volumes than the controls despite no differences in the total brain volume (p = 0.02). Children with HIE generally scored within the average range on developmental testing. Though there was no difference in the memory scores between these groups, there was a positive within-group correlation between the hippocampal volume and memory scores in children with HIE (sentence recall r = 0.66, p = 0.038). There was no relationship between newborn memory function and 5-year hippocampal size. Children with HIE treated with TH experienced significant and lasting changes to the hippocampus despite improvements in survival and severe disability. Future studies should target diminishing injury to the hippocampus to improve overall outcomes.

Positive Predictive Values Associated With Adapting the Redmond Sentence Recall Measure Into a Kindergarten Screener for Developmental Language Disorder.

Researchers estimate the prevalence of developmental language disorder (DLD) in 5-year-olds to be between 7% and 12%. Current identification systems in public schools typically favor referral identification formats over targeted or universal screenings. Public schools face unique challenges when assessing the value of screening measures for DLD that include real-world considerations such as administration, time, and resource constraints. This study used the positive predictive value (PPV) of the Redmond Sentence Recall (RSR) to assess its fidelity when administered by special education paraprofessionals. Our obtained PPV was compared across three areas: (a) previous studies that have utilized the RSR, (b) rates extrapolated from the participating school district's preexisting referral system from a previous study, and (c) expectations based on DLD prevalence. Language screenings were conducted in two elementary schools using the RSR administered by school-based paraprofessionals trained on the screener protocol. One hundred sixty-four kindergarten students (age range: 5-6 years) were screened. Confirmatory testing was completed on all students who failed the screener. Of the 164 students screened, 19 failed the RSR (11.5%), and 14 met criteria (8.5%) for DLD (PPV = .74). Our PPV was similar to previously published studies that utilized the RSR using research assistants and was higher than the PPV associated with teacher-based referrals from the participating school district. The RSR represents a potentially useful screener for identifying children at risk for previously unidentified language disorders in public schools. https://doi.org/10.23641/asha.22044479.

Dissociation Between Linguistic and Nonlinguistic Statistical Learning in Children with Autism

Statistical learning (SL), the ability to detect and extract regularities from inputs, is considered a domain-general building block for typical language development. We compared 55 verbal children with autism (ASD, 6–12 years) and 50 typically-developing children in four SL tasks. The ASD group exhibited reduced learning in the linguistic SL tasks (syllable and letter), but showed intact learning for the nonlinguistic SL tasks (tone and image). In the ASD group, better linguistic SL was associated with higher language skills measured by parental report and sentence recall. Therefore, the atypicality of SL in autism is not domain-general but tied to specific processing constraints related to verbal stimuli. Our findings provide a novel perspective for understanding language heterogeneity in autism.

The Repetition of Relative Clauses in Mandarin Children with Developmental Language Disorder

ABSTRACT This paper attempts to investigate the repetition of Relative Clauses (RCs) in Mandarin children with Developmental Language Disorder (DLD) (aged 4; 5 to 6; 0) and their typically developing (TD) peers. The results of a sentence repetition task indicate that Mandarin children with DLD perform significantly worse than both groups of TD children, and they tend to make errors involving the relativizer DE and are more likely to produce Non-RC responses. Furthermore, the gap type of RC or the adjective’s position does not affect our participants’ recall of the test sentences. We conclude that the symmetric performance of our participants in the subject RC and object RC conditions is because the structural intervention occurs in object RCs, but the linear intervention counts more in subject RCs. The syntactic deficit approach better explained the difficulty experienced by children with DLD in RC repetition. Theoretically, this study demonstrates that the Edge Feature Underspecification Hypothesis captures more characteristics of children with DLD in repeating RCs than previous representational theories.

The role of working memory loads on immediate and long-term sentence recall

ABSTRACT It is well-established that both phonological and semantic knowledge influence verbal working memory. However, the focus has primarily been on understanding phonological effects despite evidence of semantic influences. Articulatory suppression is a well-established task for preventing phonological processing. Methods to prevent semantic processing have rarely been used in the past, highlighting a need for developing a semantic interference task. We, therefore, conceptualised two novel tasks – an animacy categorisation and semantic relatedness judgement task. This study explored the impact of phonological (articulatory suppression) and semantic loads (animacy categorisation and semantic relatedness judgement) on immediate and delayed sentence recall. Additionally, sentence concreteness (concrete vs. abstract sentences) indexed semantic knowledge in verbal working memory. Across two studies, immediate recall revealed that articulatory suppression (preventing phonological processing) increased the size of the concreteness effect, while the novel semantic tasks (preventing semantic processing) reduced it suggesting that our semantic tasks were indeed imposing a semantic load. Further, relative long-term performance showed that more new words were remembered in articulatory suppression, whereas recall was disproportionately impaired in the semantic relatedness task. Our experimental paradigm offers phonological and semantic suppression tasks that can be used in parallel to investigate the interactions between working memory and language.

Pupillometry as a Measure of Listening Effort in Patients with Bone-Anchored Hearing Systems

The goal of this study is to assess speech comprehension and listening effort by means of pupillometry, in patients with bone-anchored hearing system (BAHS). The study was performed prospectively in a group of 21 hearing-impaired adults, unilaterally implanted with BAHS Ponto. Listening effort was compared in patients wearing two sound processors (Oticon Medical AB, Askim, Sweden): Ponto 3 SuperPower (P3SP) and Ponto Pro (PP). Every patient was invited to two visits, separated by a 3-month break. The first session was to establish the noise level needed to obtain 95% correct sentence recall in the hearing in noise test (HINT), when speech is presented at 70 dB SPL. During the second session, pupillometry, with the use of the above-mentioned conditions, was performed. The mean HINT scores obtained during the second visit were 96.3% for PP and 97.7% for P3SP (p = 0.9863). In pupillometry, no significant differences were found for average PPD (peak pupil dilation; p = 0.3247), average peak pupil dilation timing (p = 0.527) and for pupil dilation growth curves with both processors. The findings of this study suggest that BAHS users allocate similar listening effort with PP and P3SP when processing speech-in-noise at a sound pressure level not saturating Ponto Pro and at a fixed performance level of 95%. This finding applies to the patients who meet the qualification criteria for bone conduction devices and have BC in situ threshold average below 45 dB HL.

노인의 문장회상발화에서 나타난 언어적 비유창성 분석

In this study we investigated the discourse production ability of older adults by using a sentence recall task in order to examine the link between the linguistic disfluencies and cognitive functioning, and the role of linguistic disfluencies in semantic aspect of sentence recall. Fifty-six older adults (ages 63-87) performed the sentence recall task in which they read short sentences and recalled the contents aloud. Fluency and disfluency in discourse production were measured by the propositional recall as well as the frequency and types of disfluencies. The results were as follows. First, the propositional recall rate of the elderly was very low, and four types of disfluencies in utterances were frequently found. Second, the propositonal recall rate was positively correlated with the overall cognitive function, vocabulary, and reading span. Third, the rate of disfluency significantly predicted the propositonal recall performance independently after controlling for cognitive functioning. These results suggest that linguistic disfluency may play a significant role in semantic aspect of discourse production in addition to cognitive functioning. Thus, disfluent utterances could be indicative of linguistic decline due to normal as well as pathological aging.