scholarly journals Phantom auditory perception (tinnitus) is characterised by stronger anticipatory auditory predictions

2019 ◽  
Author(s):  
Marta Partyka ◽  
Gianpaolo Demarchi ◽  
Sebastian Roesch ◽  
Nina Suess ◽  
William Sedley ◽  
...  
Keyword(s):  
Longitudinal Studies ◽  
Auditory Perception ◽  
Short Term Memory ◽  
Stimulus Frequency ◽  
Auditory Pathway ◽  
Predictive Processing ◽  
Short Term ◽  
Term Memory ◽  
Individual Traits ◽  
Sensory Predictions

AbstractHow phantom perceptions arise and the factors that make individuals prone to such experiences are not well understood. An attractive phenomenon to study these questions is tinnitus, a very common auditory phantom perception which is not explained by hyperactivity in the auditory pathway alone. Our framework posits that a predisposition to developing (chronic) tinnitus is dependent on individual traits relating to the formation and utilization of sensory predictions. Predictions of auditory stimulus frequency (remote from tinnitus frequency) were studied using a paradigm parametrically modulating regularity (i.e. predictability) of tone sequences and applying decoding techniques on magnetoencephalographic (MEG) data. For processes likely linked to short-term memory, individuals with tinnitus showed an enhanced anticipatory prediction pattern associated with increasing sequence regularity. In contrast, individuals without tinnitus engaged the same processes following the onset of the to-be-decoded sound. We posit that this tendency to optimally anticipate static and changing auditory inputs may determine which individuals faced with persistent auditory pathway hyperactivity factor it into auditory predictions, and thus perceive it as tinnitus. While our study constitutes a first step relating vulnerability to tinnitus with predictive processing, longitudinal studies are needed to confirm the predisposition model of tinnitus development.

scholarly journals Sensitive periods and developmental pathology of psychological functions among children with paroxysms

2018 ◽  
Vol 11 (2) ◽  
pp. 63-76
Author(s):  
N.G. Turovskaya
Keyword(s):  
Auditory Perception ◽  
Short Term Memory ◽  
Learning Difficulties ◽  
Psychological Research ◽  
Short Term ◽  
Term Memory ◽  
Sensitive Periods ◽  
Psychological Functions ◽  
Diagnostic Complex ◽  
Developmental Pathology

The paper describes the results of a psychological research of specificities of psychological functions development among children with paroxysms depending on their age and the duration of a disease. Fifty-four children aged 6—8 years old and their parents participated in the study. Clinical biography and experimental-psychological methods were used in the study (methods of neuropsychological research of higher psychic functions among children, Tsvetkova, 2002)), a diagnostic complex (“Prognostic and prevention of learning difficulties in school; Yasukova, 2002). The results showed that an early development of paroxysms is coupled with difficulties in auditory perception, short term memory, visual linear thinking and motor functions difficulties. The prolongation of paroxysms in preschool year-old children is coupled with a developmental pathology of kinesthetic praxis, as well as language and thinking, linked to language. It is hypothesized that developmental difficulties in children with paroxysms are related to the specificities of their impairments, as well as the sensitive periods of psychological functions.

Interrelationships of Perceptual Modality, Short-Term Memory and Reading Achievement

1976 ◽  
Vol 43 (3) ◽  
pp. 771-774 ◽  
Author(s):  
Barbara M. Barker
Keyword(s):  
Canonical Correlation ◽  
Auditory Perception ◽  
Significant Contribution ◽  
Short Term Memory ◽  
Reading Scores ◽  
Short Term ◽  
Term Memory ◽  
Learning To Read ◽  
Visual Short Term Memory ◽  
Components Of Reading

Visual and auditory components of short-term memory and perception were used as predictors of vocabulary and comprehension components of reading for 72 children from Grades 2 to 5 in a low socio-economic rural school. All six variables were significantly intercorrelated (with the exception of visual short-term memory and auditory perception). When canonical correlation analysis was applied using the four scores measuring short-term memory and perception as predictors of the two reading scores, one was significant, and each variable made a significant contribution. Not only are short-term memory and perception a part of learning to read but both visual and auditory channels are important.

Conceptual short-term memory (CSTM) supports core claims of Christiansen and Chater

2016 ◽  
Vol 39 ◽  
Author(s):  
Mary C. Potter
Keyword(s):  
Working Memory ◽  
Rapid Serial Visual Presentation ◽  
Language Comprehension ◽  
Short Term Memory ◽  
Visual Presentation ◽  
Long Term Memory ◽  
Short Term ◽  
Term Memory ◽  
Use Of Knowledge

AbstractRapid serial visual presentation (RSVP) of words or pictured scenes provides evidence for a large-capacity conceptual short-term memory (CSTM) that momentarily provides rich associated material from long-term memory, permitting rapid chunking (Potter 1993; 2009; 2012). In perception of scenes as well as language comprehension, we make use of knowledge that briefly exceeds the supposed limits of working memory.

Working, Declarative, and Procedural Memory in Children With Developmental Language Disorder

2020 ◽  
Vol 63 (12) ◽  
pp. 4162-4178
Author(s):  
Emily Jackson ◽  
Suze Leitão ◽  
Mary Claessen ◽  
Mark Boyes
Keyword(s):  
Working Memory ◽  
Short Term Memory ◽  
Language Disorder ◽  
Declarative Memory ◽  
Memory Systems ◽  
Procedural Memory ◽  
Typically Developing ◽  
Short Term ◽  
Term Memory ◽  
Visual Spatial

Purpose Previous research into the working, declarative, and procedural memory systems in children with developmental language disorder (DLD) has yielded inconsistent results. The purpose of this research was to profile these memory systems in children with DLD and their typically developing peers. Method One hundred four 5- to 8-year-old children participated in the study. Fifty had DLD, and 54 were typically developing. Aspects of the working memory system (verbal short-term memory, verbal working memory, and visual–spatial short-term memory) were assessed using a nonword repetition test and subtests from the Working Memory Test Battery for Children. Verbal and visual–spatial declarative memory were measured using the Children's Memory Scale, and an audiovisual serial reaction time task was used to evaluate procedural memory. Results The children with DLD demonstrated significant impairments in verbal short-term and working memory, visual–spatial short-term memory, verbal declarative memory, and procedural memory. However, verbal declarative memory and procedural memory were no longer impaired after controlling for working memory and nonverbal IQ. Declarative memory for visual–spatial information was unimpaired. Conclusions These findings indicate that children with DLD have deficits in the working memory system. While verbal declarative memory and procedural memory also appear to be impaired, these deficits could largely be accounted for by working memory skills. The results have implications for our understanding of the cognitive processes underlying language impairment in the DLD population; however, further investigation of the relationships between the memory systems is required using tasks that measure learning over long-term intervals. Supplemental Material https://doi.org/10.23641/asha.13250180

Comparison of Auditory, Language, Memory, and Attention Abilities in Children With and Without Listening Difficulties

2020 ◽  
Vol 29 (4) ◽  
pp. 710-727
Author(s):  
Beula M. Magimairaj ◽  
Naveen K. Nagaraj ◽  
Alexander V. Sergeev ◽  
Natalie J. Benafield
Keyword(s):  
Auditory Processing ◽  
Short Term Memory ◽  
Group Differences ◽  
Long Term Memory ◽  
Short Term ◽  
Significant Group ◽  
Term Memory ◽  
Memory And Attention ◽  
Speed And Accuracy

Objectives School-age children with and without parent-reported listening difficulties (LiD) were compared on auditory processing, language, memory, and attention abilities. The objective was to extend what is known so far in the literature about children with LiD by using multiple measures and selective novel measures across the above areas. Design Twenty-six children who were reported by their parents as having LiD and 26 age-matched typically developing children completed clinical tests of auditory processing and multiple measures of language, attention, and memory. All children had normal-range pure-tone hearing thresholds bilaterally. Group differences were examined. Results In addition to significantly poorer speech-perception-in-noise scores, children with LiD had reduced speed and accuracy of word retrieval from long-term memory, poorer short-term memory, sentence recall, and inferencing ability. Statistically significant group differences were of moderate effect size; however, standard test scores of children with LiD were not clinically poor. No statistically significant group differences were observed in attention, working memory capacity, vocabulary, and nonverbal IQ. Conclusions Mild signal-to-noise ratio loss, as reflected by the group mean of children with LiD, supported the children's functional listening problems. In addition, children's relative weakness in select areas of language performance, short-term memory, and long-term memory lexical retrieval speed and accuracy added to previous research on evidence-based areas that need to be evaluated in children with LiD who almost always have heterogenous profiles. Importantly, the functional difficulties faced by children with LiD in relation to their test results indicated, to some extent, that commonly used assessments may not be adequately capturing the children's listening challenges. Supplemental Material https://doi.org/10.23641/asha.12808607

The Link Between Verbal Short-Term Memory and Anomia Treatment Gains

2019 ◽  
Vol 28 (3) ◽  
pp. 1039-1052
Author(s):  
Reva M. Zimmerman ◽  
JoAnn P. Silkes ◽  
Diane L. Kendall ◽  
Irene Minkina
Keyword(s):  
Short Term Memory ◽  
Controlled Trial ◽  
Treatment Success ◽  
Linear Regression Models ◽  
Language Performance ◽  
Short Term ◽  
Term Memory ◽  
Treatment Gains ◽  
Post Hoc

Purpose A significant relationship between verbal short-term memory (STM) and language performance in people with aphasia has been found across studies. However, very few studies have examined the predictive value of verbal STM in treatment outcomes. This study aims to determine if verbal STM can be used as a predictor of treatment success. Method Retrospective data from 25 people with aphasia in a larger randomized controlled trial of phonomotor treatment were analyzed. Digit and word spans from immediately pretreatment were run in multiple linear regression models to determine whether they predict magnitude of change from pre- to posttreatment and follow-up naming accuracy. Pretreatment, immediately posttreatment, and 3 months posttreatment digit and word span scores were compared to determine if they changed following a novel treatment approach. Results Verbal STM, as measured by digit and word spans, did not predict magnitude of change in naming accuracy from pre- to posttreatment nor from pretreatment to 3 months posttreatment. Furthermore, digit and word spans did not change from pre- to posttreatment or from pretreatment to 3 months posttreatment in the overall analysis. A post hoc analysis revealed that only the less impaired group showed significant changes in word span scores from pretreatment to 3 months posttreatment. Discussion The results suggest that digit and word spans do not predict treatment gains. In a less severe subsample of participants, digit and word span scores can change following phonomotor treatment; however, the overall results suggest that span scores may not change significantly. The implications of these findings are discussed within the broader purview of theoretical and empirical associations between aphasic language and verbal STM processing.

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