Shifts in Maximum Audiovisual Integration with Age

2018 ◽  
Vol 31 (3-4) ◽  
pp. 191-212 ◽  
Author(s):  
Samantha D. Jansen ◽  
Joseph R. Keebler ◽  
Alex Chaparro
Keyword(s):  
Working Memory ◽  
Cognitive Abilities ◽  
Speech Intelligibility ◽  
Visual Cues ◽  
Recognition Performance ◽  
Working Memory Capacity ◽  
Audiovisual Integration ◽  
Auditory Signal ◽  
Age Related ◽  
Audiovisual Processing

Listeners attempting to understand speech in noisy environments rely on visual and auditory processes, typically referred to as audiovisual processing. Noise corrupts the auditory speech signal and listeners naturally leverage visual cues from the talker’s face in an attempt to interpret the degraded auditory signal. Studies of speech intelligibility in noise show that the maximum improvement in speech recognition performance (i.e., maximum visual enhancement or VEmax), derived from seeing an interlocutor’s face, is invariant with age. Several studies have reported that VEmaxis typically associated with a signal-to-noise (SNR) of −12 dB; however, few studies have systematically investigated whether the SNR associated with VEmaxchanges with age. We investigated if VEmaxchanges as a function of age, whether the SNR at VEmaxchanges as a function of age, and what perceptual/cognitive abilities account for or mediate such relationships. We measured VEmaxon a nongeriatric adult sample () ranging in age from 20 to 59 years old. We found that VEmaxwas age-invariant, replicating earlier studies. No perceptual/cognitive measures predicted VEmax, most likely due to limited variance in VEmaxscores. Importantly, we found that the SNR at VEmaxshifts toward higher (quieter) SNR levels with increasing age; however, this relationship is partially mediated by working memory capacity, where those with larger working memory capacities (WMCs) can identify speech under lower (louder) SNR levels than their age equivalents with smaller WMCs. The current study is the first to report that individual differences in WMC partially mediate the age-related shift in SNR at VEmax.

scholarly journals The Important Role of Contextual Information in Speech Perception in Cochlear Implant Users and Its Consequences in Speech Tests

2019 ◽  
Vol 23 ◽  
pp. 233121651983867 ◽  
Author(s):  
J. Gertjan Dingemanse ◽  
André Goedegebure
Keyword(s):  
Working Memory ◽  
Cochlear Implant ◽  
Cognitive Abilities ◽  
Speech Intelligibility ◽  
Contextual Information ◽  
Working Memory Capacity ◽  
Verbal Working Memory ◽  
Memory Capacity ◽  
Use Context

This study investigated the role of contextual information in speech intelligibility, the influence of verbal working memory on the use of contextual information, and the suitability of an ecologically valid sentence test containing contextual information, compared with a CNC (Consonant-Nucleus-Consonant) word test, in cochlear implant (CI) users. Speech intelligibility performance was assessed in 50 postlingual adult CI users on sentence lists and on CNC word lists. Results were compared with a normal-hearing (NH) group. The influence of contextual information was calculated from three different context models. Working memory capacity was measured with a Reading Span Test. CI recipients made significantly more use of contextual information in recognition of CNC words and sentences than NH listeners. Their use of contextual information in sentences was related to verbal working memory capacity but not to age, indicating that the ability to use context is dependent on cognitive abilities, regardless of age. The presence of context in sentences enhanced the sensitivity to differences in sensory bottom-up information but also increased the risk of a ceiling effect. A sentence test appeared to be suitable in CI users if word scoring is used and noise is added for the best performers.

Measures of Working Memory, Sequence Learning, and Speech Recognition in the Elderly

2005 ◽  
Vol 48 (1) ◽  
pp. 224-235 ◽  
Author(s):  
Larry E. Humes ◽  
Shari S. Floyd
Keyword(s):  
Working Memory ◽  
Speech Recognition ◽  
Sequence Learning ◽  
Cognitive Abilities ◽  
Visual Stimulation ◽  
Working Memory Capacity ◽  
Memory Capacity ◽  
Learning Ability ◽  
Impaired Hearing ◽  
Age Related

This study describes the measurement of 2 cognitive functions, working-memory capacity and sequence learning, in 2 groups of listeners: young adults with normal hearing and elderly adults with impaired hearing. The measurement of these 2 cognitive abilities with a unique, nonverbal technique capable of auditory, visual, and auditory-visual stimulation, patterned after the Simon memory game, is described. The use of simple, easily understood items in the test sequences enabled the measurement of these cognitive abilities in older listeners with no apparent impact of age-related hearing loss on the cognitive measures. Age-related cognitive deficits were observed for all 3 modes of stimulation and in both working-memory capacity and sequence-learning ability. The age-related deficits appeared to be greatest, however, for the sequence-learning task. Although it was hypothesized that there might be an association between an individual's performance on these cognitive tasks and his or her performance on various measures of speech recognition, such an association generally was not observed.

scholarly journals Age-Related Declines in Visuospatial Working Memory Correlate With Deficits in Explicit Motor Sequence Learning

2009 ◽  
Vol 102 (5) ◽  
pp. 2744-2754 ◽  
Author(s):  
J. Bo ◽  
V. Borza ◽  
R. D. Seidler
Keyword(s):  
Older Adults ◽  
Working Memory ◽  
Young Adults ◽  
Sequence Learning ◽  
Working Memory Capacity ◽  
Memory Capacity ◽  
Visuospatial Working Memory ◽  
Motor Sequence Learning ◽  
Motor Sequence ◽  
Age Related

Numerous studies have shown that older adults exhibit deficits in motor sequence learning, but the mechanisms underlying this effect remain unclear. Our recent work has shown that visuospatial working-memory capacity predicts the rate of motor sequence learning and the length of motor chunks formed during explicit sequence learning in young adults. In the current study, we evaluate whether age-related deficits in working memory explain the reduced rate of motor sequence learning in older adults. We found that older adults exhibited a correlation between visuospatial working-memory capacity and motor sequence chunk length, as we observed previously in young adults. In addition, older adults exhibited an overall reduction in both working-memory capacity and motor chunk length compared with that of young adults. However, individual variations in visuospatial working-memory capacity did not correlate with the rate of learning in older adults. These results indicate that working memory declines with age at least partially explain age-related differences in explicit motor sequence learning.

A Comparison of Computation Span and Reading Span Working Memory Measures’ Relations With Problem-Solving Criteria

2017 ◽  
Vol 121 (3) ◽  
pp. 430-444
Author(s):  
Richard Perlow ◽  
Mia Jattuso
Keyword(s):  
Working Memory ◽  
Problem Solving ◽  
Cognitive Abilities ◽  
Practical Implication ◽  
Memory Performance ◽  
Working Memory Capacity ◽  
Theory Development ◽  
Performance Outcomes ◽  
Phonological Loop ◽  
Working Memory Models

Researchers have operationalized working memory in different ways and although working memory–performance relationships are well documented, there has been relatively less attention devoted to determining whether seemingly similar measures yield comparable relations with performance outcomes. Our objective is to assess whether two working memory measures deploying the same processes but different item content yield different relations with two problem-solving criteria. Participants completed a computation-based working memory measure and a reading-based measure prior to performing a computerized simulation. Results reveal differential relations with one of the two criteria and support the notion that the two working memory measures tap working memory capacity and other cognitive abilities. One implication for theory development is that researchers should consider incorporating other cognitive abilities in their working memory models and that the selection of those abilities should correspond to the criterion of interest. One practical implication is that researchers and practitioners shouldn’t automatically assume that different phonological loop-based working memory scales are interchangeable.

scholarly journals Approximate Number Sense in Students With Severe Hearing Loss: A Modality-Neutral Cognitive Ability

2021 ◽  
Vol 15 ◽  
Author(s):  
Hailin Ma ◽  
Xiaoou Bu ◽  
Emily M. Sanford ◽  
Tongao Zeng ◽  
Justin Halberda
Keyword(s):  
Working Memory ◽  
Hearing Loss ◽  
Visual Working Memory ◽  
Cognitive Abilities ◽  
Sensory Input ◽  
Working Memory Capacity ◽  
Memory Capacity ◽  
Verbal Iq ◽  
Mathematics Ability ◽  
Mathematics Abilities

The Approximate Number System (ANS) allows humans and non-human animals to estimate large quantities without counting. It is most commonly studied in visual contexts (i.e., with displays containing different numbers of dots), although the ANS may operate on all approximate quantities regardless of modality (e.g., estimating the number of a series of auditory tones). Previous research has shown that there is a link between ANS and mathematics abilities, and that this link is resilient to differences in visual experience (Kanjlia et al., 2018). However, little is known about the function of the ANS and its relationship to mathematics abilities in the absence of other types of sensory input. Here, we investigated the acuity of the ANS and its relationship with mathematics abilities in a group of students from the Sichuan Province in China, half of whom were deaf. We found, consistent with previous research, that ANS acuity improves with age. We found that mathematics ability was predicted by Non-verbal IQ and Inhibitory Control, but not visual working memory capacity or Attention Network efficiencies. Even above and beyond these predictors, ANS ability still accounted for unique variance in mathematics ability. Notably, there was no interaction with hearing, which indicates that the role played by the ANS in explaining mathematics competence is not modulated by hearing capacity. Finally, we found that age, Non-verbal IQ and Visual Working Memory capacity were predictive of ANS performance when controlling for other factors. In fact, although students with hearing loss performed slightly worse than students with normal hearing on the ANS task, hearing was no longer significantly predictive of ANS performance once other factors were taken into account. These results indicate that the ANS is able to develop at a consistent pace with other cognitive abilities in the absence of auditory experience, and that its relationship with mathematics ability is not contingent on sensory input from hearing.

scholarly journals Contextual support for children’s recall within working memory

2018 ◽  
Vol 72 (6) ◽  
pp. 1364-1378
Author(s):  
Hannah E Roome ◽  
John N Towse ◽  
Maria M Crespo-Llado
Keyword(s):  
Working Memory ◽  
Working Memory Capacity ◽  
Age Groups ◽  
Response Latencies ◽  
Delayed Recall ◽  
Age Related ◽  
Search Processes ◽  
Contextual Support ◽  
Span Tasks ◽  
Memory Representations

Measures of working memory capacity (WMC) are extremely popular, yet we know relatively little about the specific processes that support recall. We focused on children’s and adults’ ability to use contextual support to access working memory representations that might otherwise not be reported. Children ( N = 186, 5-10 years) and adults ( N = 64) completed a listening span task and a delayed recall task with semantic probes or cues. Clear age-related increases in listening span were evident. All age groups benefitted from contextual support to retrieve degraded target memoranda, particularly on listening span tasks when the cues provided semantic support for processing events, in comparison to cues associated specifically with memoranda. Response latencies suggested a developing efficiency in children’s use of contextual support for delayed recall correlated with listening span performance. These probe tasks support accounts of working memory that recognise reconstructive and cued search processes.

scholarly journals The effect of nasal provocation with a single-dose allergen on the physical and cognitive performance of patients with ragweed allergy

2017 ◽  
Vol 104 (4) ◽  
pp. 334-343
Author(s):  
M Tokodi ◽  
E Csábi ◽  
Á Kiricsi ◽  
E Kollár ◽  
AH Molnár ◽  
...  
Keyword(s):  
Working Memory ◽  
Physical Performance ◽  
Cognitive Abilities ◽  
Working Memory Capacity ◽  
Memory Capacity ◽  
Allergen Exposure ◽  
High Dose ◽  
Single Shot ◽  
Before And After ◽  
The Impact

Purpose This study aims to compare the impact of active allergic rhinitis on physical and cognitive abilities of trained allergic athletes to untrained allergic patients. Methods Cognitive, respiratory, and fitness functions were assessed before and after allergen exposure. Participants in both groups were provoked intranasally with ragweed allergen. Results The group of athletes revealed significantly higher average values in peak inspiratory flow and fitness index before and after provocation. In neuropsychological assessments, athletes performed significantly better after allergen provocation in complex working memory capacity. Due to single acute allergen exposure, the size of the nasal cavity and nasal inspiratory peak flow significantly decreased in both groups. The physical performance of both groups did not change after provocation. Executive functions and complex working memory capacity of athletes significantly improved resulting from provocation. Conclusions A single-shot allergen in high dose might cause an increase in mental concentration, which was more pronounced in the group of athletes. This study indicates that acute exposure to allergen cannot affect the physical performance and may result in increased mental focus in patients with allergy notwithstanding the declining respiratory functions.

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