The effectiveness of imagery and sentence strategy instructions as a function of visual and auditory processing in young school-age children

1985 ◽  
Vol 40 (3) ◽  
pp. 548-561 ◽  
Author(s):  
Keri Weed ◽  
Ellen Bouchard Ryan
Keyword(s):  
Auditory Processing ◽  
School Age Children ◽  
School Age

scholarly journals The Development of Language-Specific and Language-Independent Talker Processing

2013 ◽  
Vol 56 (3) ◽  
pp. 913-925 ◽  
Author(s):  
Susannah V. Levi ◽  
Richard G. Schwartz
Keyword(s):  
Language Impairment ◽  
Specific Language Impairment ◽  
Auditory Processing ◽  
Language Skills ◽  
Language Impairments ◽  
Language Ability ◽  
School Age Children ◽  
School Age ◽  
Development Of Language ◽  
Perceptual Abilities

Purpose In this study, the authors aimed to investigate how differences in language ability relate to differences in processing talker information in the native language and an unfamiliar language by comparing performance for different ages and for groups with impaired language. Method Three groups of native English listeners with typical language development (TLD; ages 7–9, ages 10–12, adults) and 2 groups with specific language impairment (SLI; ages 7–9, ages 10–12) participated in the study. Listeners heard pairs of words in both English and German (unfamiliar language) and were asked to determine whether the words were produced by the same or different talkers. Results In English, talker discrimination improved with age. In German, performance improved with age for the school-age children but was worse for adult listeners. No differences were found between TLD and SLI children. Conclusion These results show that as listeners' language skills develop, there is a trade-off between more general perceptual abilities useful for processing talker information in any language and those that are relevant to their everyday language experiences and, thus, tied to the phonology. The lack of differences between the children with and without language impairments suggests that general auditory processing may be intact in at least some children with SLI.

scholarly journals Application of Neural Network Modeling to Identify Auditory Processing Disorders in School-Age Children

2015 ◽  
Vol 2015 ◽  
pp. 1-13 ◽  
Author(s):  
Sridhar Krishnamurti
Keyword(s):  
Neural Network ◽  
Auditory Processing ◽  
Network Modeling ◽  
Event Related Potentials ◽  
School Age Children ◽  
Neural Network Modeling ◽  
School Age ◽  
Auditory Processing Disorders ◽  
Speed Of Information Processing ◽  
Related Potentials

P300 Auditory Event-Related Potentials (P3AERPs) were recorded in nine school-age children with auditory processing disorders and nine age- and gender-matched controls in response to tone burst stimuli presented at varying rates (1/second or 3/second) under varying levels of competing noise (0 dB, 40 dB, or 60 dB SPL). Neural network modeling results indicated that speed of information processing and task-related demands significantly influenced P3AERP latency in children with auditory processing disorders. Competing noise and rapid stimulus rates influenced P3AERP amplitude in both groups.

Auditory Discrimination Deficits in Boys Who Stutter: A Preliminary Investigation

2008 ◽  
Vol 18 (2) ◽  
pp. 69-77
Author(s):  
Lisa R. LaSalle ◽  
Rachel D. Duginske
Keyword(s):  
Auditory Processing ◽  
Screening Test ◽  
Preliminary Investigation ◽  
Clinical Intervention ◽  
Auditory Discrimination ◽  
Differential Screening ◽  
School Age Children ◽  
School Age ◽  
Preliminary Results ◽  
Basic Level

Abstract Our purpose was to examine the basic level of auditory processing skills in school-age children who stutter. We administered three auditory processing tasks—dichotic digits, temporal patterning, and auditory discrimination—from the Differential Screening Test for Processing (Richard & Ferre, 2006). Five 6- to 9-year-old boys who stutter were age-matched to five boys who do not stutter. Children who stutter showed significantly poorer performance on the auditory discrimination subtest. These preliminary results suggest that, for a subgroup of children who stutter, auditory discrimination difficulties may exacerbate stuttering and thus be a factor worth considering in clinical intervention.

Speech-Sound Discrimination in School-Age Children

1999 ◽  
Vol 42 (5) ◽  
pp. 1042-1060 ◽  
Author(s):  
Nina Kraus ◽  
Dawn Burton Koch ◽  
Therese J. McGee ◽  
Trent G. Nicol ◽  
Jenna Cunningham
Keyword(s):  
Auditory Processing ◽  
Speech Sound ◽  
Learning Problems ◽  
School Age Children ◽  
Central Auditory Processing ◽  
School Age ◽  
Transition Duration ◽  
Developmental Effects ◽  
Sound Discrimination ◽  
Latency Duration

This study measured behavioral speech-sound discrimination and a neurophysiologic correlate of discrimination in normal school-age children (ages 6 to 15) to determine if developmental effects exist. Just noticeable differences (JNDs) and mismatch responses (MMNs) were assessed for synthetic syllables that differed in third-formant onset frequency (/da-ga/) and formant transition duration (/ba-wa/). These stimuli were selected because children with learning problems often find it difficult to discriminate rapid spectrotemporal changes like /da-ga/, whereas the ability to distinguish /ba-wa/ is relatively unimpaired. Results indicate that JNDs for /da-ga/ show no developmental effects and that JNDs for /ba-wa/ decrease slightly with age (although likely for task-related reasons). MMNs elicited by two /da-ga/ stimulus pairs (onset frequency differences=20 Hz, 280 Hz) and three /ba-wa/ stimulus pairs (transition duration differences=3, 5, 15 ms) showed no systematic or significant differences for onset latency, duration, or area as a function of age. Normative JND and MMN data are provided. These norms provide a metric against which children with suspected central auditory processing difficulties or auditory-based language disorders can be compared.

scholarly journals Temporal Auditory Processing and Phonological Awareness in Children with Benign Epilepsy with Centrotemporal Spikes

2015 ◽  
Vol 2015 ◽  
pp. 1-9 ◽  
Author(s):  
M. I. R. Amaral ◽  
R. L. Casali ◽  
M. Boscariol ◽  
L. L. Lunardi ◽  
M. M. Guerreiro ◽  
...  
Keyword(s):  
Phonological Awareness ◽  
Temporal Processing ◽  
Auditory Processing ◽  
School Age Children ◽  
Control Group ◽  
Healthy Children ◽  
School Age ◽  
Auditory Temporal Processing ◽  
Noise Test ◽  
Better Than

The aim of this research was to analyze temporal auditory processing and phonological awareness in school-age children with benign childhood epilepsy with centrotemporal spikes (BECTS). Patient group (GI) consisted of 13 children diagnosed with BECTS. Control group (GII) consisted of 17 healthy children. After neurological and peripheral audiological assessment, children underwent a behavioral auditory evaluation and phonological awareness assessment. The procedures applied were: Gaps-in-Noise test (GIN), Duration Pattern test, and Phonological Awareness test (PCF). Results were compared between the groups and a correlation analysis was performed between temporal tasks and phonological awareness performance. GII performed significantly better than the children with BECTS (GI) in both GIN and Duration Pattern test (P<0.001). GI performed significantly worse in all of the 4 categories of phonological awareness assessed: syllabic (P=0.001), phonemic (P=0.006), rhyme (P=0.015) and alliteration (P=0.010). Statistical analysis showed a significant positive correlation between the phonological awareness assessment and Duration Pattern test (P<0.001). From the analysis of the results, it was concluded that children with BECTS may have difficulties in temporal resolution, temporal ordering, and phonological awareness skills. A correlation was observed between auditory temporal processing and phonological awareness in the suited sample.

Sign in / Sign up

Export Citation Format

Share Document