Influence of memory, attention, IQ and age on auditory temporal processing tests: preliminary study

PURPOSE: To investigate the existence of correlations between the performance of children in auditory temporal tests (Frequency Pattern and Gaps in Noise - GIN) and IQ, attention, memory and age measurements. METHOD: Fifteen typically developing individuals between the ages of 7 to 12 years and normal hearing participated in the study. Auditory temporal processing tests (GIN and Frequency Pattern), as well as a Memory test (Digit Span), Attention tests (auditory and visual modality) and intelligence tests (RAVEN test of Progressive Matrices) were applied. RESULTS: Significant and positive correlation between the Frequency Pattern test and age variable were found, which was considered good (p<0.01, 75.6%). There were no significant correlations between the GIN test and the variables tested. CONCLUSIONS: Auditory temporal skills seem to be influenced by different factors: while the performance in temporal ordering skill seems to be influenced by maturational processes, the performance in temporal resolution was not influenced by any of the aspects investigated.

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Temporal Processing Development in Chinese Primary School–Aged Children With Dyslexia

Journal of Learning Disabilities ◽

10.1177/0022219416680798 ◽

2016 ◽

Vol 51 (3) ◽

pp. 302-312 ◽

Cited By ~ 12

Author(s):

Li-Chih Wang ◽

Hsien-Ming Yang

Keyword(s):

Temporal Processing ◽

Chinese Character ◽

Orthographic Knowledge ◽

Visual Modality ◽

Auditory Modality ◽

Typically Developing ◽

Typically Developing Children ◽

Auditory Temporal Processing ◽

Dyslexic Group ◽

Character Reading

This study aimed to investigate the development of visual and auditory temporal processing among children with and without dyslexia and to examine the roles of temporal processing in reading and reading-related abilities. A total of 362 Chinese children in Grades 1–6 were recruited from Taiwan. Half of the children had dyslexia, and the other half were typically developing children who matched the dyslexic group on age, intelligence, and gender. Our results indicate that for typically developing children, the visual and auditory modalities follow the same developmental trend: The children in first and second grades performed significantly worse than the older children. Among the children with dyslexia, however, significant improvements in the visual modality were observed with increasing age. Furthermore, although both modalities were important for all reading-related abilities and for Chinese character reading in first and second grades, the visual modality significantly predicted only orthographic knowledge and Chinese character reading in third and fourth grades. In contrast, the auditory modality affected only phonological awareness. In fifth and sixth grades, only visual temporal processing slightly contributed to the orthographic knowledge and Chinese character reading of the dyslexic group. Also, the relationship between temporal processing and Chinese character reading is strongly influenced by age.

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Auditory Temporal Processing Performance of Young Adults With Reading Disorders

Journal of Speech Language and Hearing Research ◽

10.1044/1092-4388(2002/048) ◽

2002 ◽

Vol 45 (3) ◽

pp. 598-605 ◽

Cited By ~ 29

Author(s):

Marianna M. Walker ◽

Jennifer B. Shinn ◽

Jerry L. Cranford ◽

Gregg D. Givens ◽

Don Holbert

Keyword(s):

College Students ◽

Temporal Processing ◽

Reading Ability ◽

Pattern Discrimination ◽

Error Rates ◽

Frequency Difference ◽

Reading Disorders ◽

Frequency Pattern ◽

Auditory Temporal Processing ◽

Processing Abilities

The present study investigated the temporal processing abilities of college students with diagnosed reading disorders. A behavioral test battery was used that involved discrimination of the pattern of presentation of tone triads in which individual components differed in either frequency or duration. An additional test involving measurement of frequency difference limens for long- and short-duration tones was also administered. The college students with reading disorders exhibited significantly higher error rates in discriminating duration patterns than the normal reading group. No group differences were found for the frequency pattern discrimination task. Both groups exhibited larger frequency difference limens with the shorter 20- and 50-ms tones than with the 200-ms tones. Significant correlations were found between reading ability measures and temporal processing abilities, specifically in word recognition and duration pattern processing, suggesting a relationship between lower level auditory temporal processing skills and decoding efficiency.

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The Role of Visual and Auditory Temporal Processing in Reading Irregular and Nonsense Words

Perception ◽

10.1068/p3025 ◽

2001 ◽

Vol 30 (9) ◽

pp. 1127-1142 ◽

Cited By ~ 16

Author(s):

Agnes Au ◽

Bill Lovegrove

Keyword(s):

Temporal Resolution ◽

Temporal Processing ◽

Auditory Processing ◽

Reading Ability ◽

Word Reading ◽

Nonsense Word ◽

Stepwise Multiple Regression ◽

Irregular Word ◽

Auditory Temporal Processing

In the present study, the role of rapid visual and auditory temporal processing in reading irregular and nonsense words was investigated with a group of normal readers. One hundred and five undergraduates participated in various visual and auditory temporal-processing tasks. Readers who primarily adopted the phonological route in reading (nonsense-word readers) showed a trend for better auditory temporal resolution but readers who primarily adopted sight word skills (irregular-word readers) did not exhibit better visual temporal resolution. Both the correlation and stepwise multiple-regression analyses, however, revealed a relationship between visual temporal processing and irregular-word reading as well as a relationship between auditory temporal processing and nonsense-word reading. The results support the involvement of visual and auditory processing in reading irregular and nonsense words respectively, and were discussed with respect to recent findings that only dyslexics with phonological impairment will display temporal deficits. Further, the temporal measures were not effective discriminants for the reading groups, suggesting a lack of association between reading ability and the choice of reading strategy.

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Reference values of selected auditory temporal processing tests for Polish school children

Otolaryngologia Polska ◽

10.5604/01.3001.0012.4366 ◽

2018 ◽

Vol 72 (4) ◽

pp. 1-5

Author(s):

Elżbieta Włodarczyk ◽

Agata Szkiełkowska ◽

Adam Piłka

Keyword(s):

Reference Values ◽

Temporal Processing ◽

Auditory Processing ◽

Negative Impact ◽

Normative Values ◽

Auditory Information ◽

Healthy Children ◽

Frequency Pattern ◽

Auditory Temporal Processing ◽

Sound Sensitivity

Introduction: Distorted processing of auditory information has a negative impact on the child’s cognitive development. There are only a few studies conducted by Polish researchers determining the normative values of psychoacoustic tests in auditory processing disorders. They are inconsistent due to different methodologies and different research protocols. Objective: The aim of the work was to determine the reference values of selected psychoacoustic tests for the population of Polish children between 7 and 12 years of age. Material and method: The study group consisted of 213 healthy children from 7 to 12 years of age. The condition for including the child in the study was an intellectual norm, proper sound sensitivity, proper development of children’s voice and speech. All children underwent two auditory temporal processing tests. The diagnostic procedure used a standardized Frequency Pattern Test (FPT) and Duration Pattern Test (DPT). The tests were carried out in accordance with the authors' recommendations, using the original versions available on the CD for 60 dB SL intensity, simultaneously for the right and left ear. Results: The reference values for FPT and DPT tests were determined at various age ranges in children aged 7-12. It has been shown that auditory functions change with age and development of the child. Reference values including age, language, cultural and educational differences were prepared. Conclusions: The development of reference values for individual tests for the Polish children population is a key element in the reliable diagnosis of auditory processing.

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Auditory Temporal Processing in Dancers

Perceptual and Motor Skills ◽

10.1177/00315125211021210 ◽

2021 ◽

pp. 003151252110212

Author(s):

Erika Skoe ◽

Erica V. Scarpati ◽

Allison McVeety

Keyword(s):

Temporal Resolution ◽

Temporal Processing ◽

Early Life ◽

Detection Task ◽

Gap Detection ◽

Auditory Temporal Processing ◽

Dance Training ◽

Temporal Cues ◽

Auditory Plasticity ◽

Auditory Skills

While many studies have examined the auditory abilities of musicians, this study uniquely asks whether dance training, a similar yet understudied type of early-life training, also benefits auditory abilities. We focused this investigation on temporal resolution, given the importance of subtle temporal cues in synchronizing movement. We found that, compared to untrained controls, novice adult dancers who have trained continuously since childhood had enhanced temporal resolution, measured with a gap detection task. In an analysis involving current and former dancers, total years of training was a significant predictor of temporal resolution thresholds. The association between dance experience and improved auditory skills has implications for current theories of experience-dependent auditory plasticity and the design of sound-based educational and rehabilitation activities.

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The Roles of Various Forms of Attention in Temporal Processing Deficits in Chinese Children With and Without Dyslexia

Learning Disability Quarterly ◽

10.1177/0731948719856300 ◽

2019 ◽

Vol 43 (4) ◽

pp. 241-253

Author(s):

Li-Chih Wang ◽

Hsien-Ming Yang

Keyword(s):

Temporal Processing ◽

Chinese Character ◽

Chinese Children ◽

Typically Developing ◽

Auditory Temporal Processing ◽

Unique Role ◽

Processing Deficits ◽

Character Reading ◽

Switching Attention

This study examined the extent to which Chinese children with dyslexia show temporal processing deficits in addition to deficits in various forms of attention. In total, 104 Chinese children in primary school (Grades 3–6) were recruited in Taiwan. Half of the children were identified as having dyslexia, and the other half were typically developing children who were matched by gender, IQ, and age with the children with dyslexia. Our results indicated that Chinese children with dyslexia performed significantly worse on tasks of temporal processing, selective attention, and switching attention. Furthermore, both visual and auditory temporal processing, in addition to various attention types, could be significant distinguishing predictors between the two groups. Moreover, we found that visual temporal processing, but not auditory temporal processing, significantly contributed to Chinese character reading. This study was among the first to confirm the unique role of visual temporal processing in Chinese character reading.

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Auditory temporal processing deficit in dyslexia is associated with enhanced sensitivity in the visual modality

Neuroreport ◽

10.1097/00001756-200103050-00016 ◽

2001 ◽

Vol 12 (3) ◽

pp. 507-510 ◽

Cited By ~ 17

Author(s):

Sabine Heim ◽

Robert B. Freeman ◽

Carsten Eulitz ◽

Thomas Elbert

Keyword(s):

Temporal Processing ◽

Visual Modality ◽

Auditory Temporal Processing ◽

Enhanced Sensitivity ◽

Processing Deficit

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A multi-component, adaptive Working Memory Assessment Battery (WoMAB): validation and norms in an Italian population sample

Neurological Sciences ◽

10.1007/s10072-021-05416-7 ◽

2021 ◽

Author(s):

Fabrizio Pasotti ◽

Giulia De Luca ◽

Edoardo Nicolò Aiello ◽

Chiara Gramegna ◽

Marco Di Gangi ◽

...

Keyword(s):

Working Memory ◽

Neurological Disorders ◽

Digit Span ◽

Population Sample ◽

Italian Population ◽

Everyday Functioning ◽

Assessment Battery ◽

Memory Assessment ◽

Test Digit ◽

Healthy Participants

Abstract Background Working memory (WM) abilities are frequently impaired in neurological disorders affecting fronto-parietal cortical/sub-cortical structures. WM deficits negatively influence interventional outcomes and everyday functioning. This study thus aimed at the following: (a) developing and standardizing an ecologically valid task for WM assessment ( Ice Cream Test, ICT); (b) validating and norming a novel WM test (Digit Ordering Test, DOT), as well as providing updated norms for digit span (DS) tasks, in an Italian population sample; (c) introducing a novel scoring procedure for measuring WM. Methods One-hundred and sixty-eight Italian healthy participants—73 male, 95 females; age: 48.4 ± 19.1 (18–86); education: 12.1 ± 4.8 (4–21)—underwent a thorough WM assessment—DOT, ICT, and both forward and backward DS tasks (FDS, BDS). The ICT requires participants to act as waiters who have to keep track of customers’ orders. For each task, WM and total (T) outcomes were computed, i.e., the number of elements in the longest sequence and that of recalled sequences, respectively. Norms were derived via the equivalent score (ES) method. Results DS ratios (DSRs) were computed for both WM/S and T outcomes on raw DS measures (BDS divided by FDS). Age and education significantly predicted all WM tasks; sex affected FDS and DSR-T scores (males > females). WM measures were highly internally related. Discussion The present work provides Italian practitioners with a normatively updated, multi-component, adaptive battery for WM assessment (WoMAB) as well as with novel outcomes which capture different WM facets—WM capacity and attentive monitoring abilities.

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Regular and Irregular Inflection in Different Groups of Bilingual Children and the Role of Verbal Short-Term and Verbal Working Memory

Languages ◽

10.3390/languages6010056 ◽

2021 ◽

Vol 6 (1) ◽

pp. 56

Author(s):

Elma Blom ◽

Evelyn Bosma ◽

Wilbert Heeringa

Keyword(s):

Working Memory ◽

Parental Education ◽

Digit Span ◽

Verbal Working Memory ◽

Bilingual Children ◽

Inflectional Morphology ◽

Typically Developing ◽

Older Children ◽

Short Term ◽

Linguistic Distance

Bilingual children often experience difficulties with inflectional morphology. The aim of this longitudinal study was to investigate how regularity of inflection in combination with verbal short-term and working memory (VSTM, VWM) influences bilingual children’s performance. Data from 231 typically developing five- to eight-year-old children were analyzed: Dutch monolingual children (N = 45), Frisian-Dutch bilingual children (N = 106), Turkish-Dutch bilingual children (N = 31), Tarifit-Dutch bilingual children (N = 38) and Arabic-Dutch bilingual children (N = 11). Inflection was measured with an expressive morphology task. VSTM and VWM were measured with a Forward and Backward Digit Span task, respectively. The results showed that, overall, children performed more accurately at regular than irregular forms, with the smallest gap between regulars and irregulars for monolinguals. Furthermore, this gap was smaller for older children and children who scored better on a non-verbal intelligence measure. In bilingual children, higher accuracy at using (irregular) inflection was predicted by a smaller cross-linguistic distance, a larger amount of Dutch at home, and a higher level of parental education. Finally, children with better VSTM, but not VWM, were more accurate at using regular and irregular inflection.

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