Speech perception capabilities in children several years after initial diagnosis of auditory processing disorders

2015 ◽  
Vol 138 (3) ◽  
pp. 1810-1810
Author(s):  
Rachel Crum ◽  
Jennifer Padilla ◽  
Thierry Morlet ◽  
L. A. Greenwood ◽  
Jessica Loson ◽  
...  
Keyword(s):  
Speech Perception ◽  
Auditory Processing ◽  
Initial Diagnosis ◽  
Auditory Processing Disorders

scholarly journals Speech perception capabilities in children a few years after initial diagnosis of auditory processing disorder

2016 ◽  
Author(s):  
Jennifer Padilla ◽  
Thierry Morlet ◽  
Kyoko Nagao ◽  
Rachel Crum ◽  
L. Ashleigh Greenwood ◽  
...  
Keyword(s):  
Speech Perception ◽  
Auditory Processing ◽  
Initial Diagnosis ◽  
Auditory Processing Disorder

scholarly journals Auditory Processing Disorders in Elderly Persons vs. Linguistic and Emotional Prosody

2021 ◽  
Vol 18 (12) ◽  
pp. 6427
Author(s):  
Anna Rasmus ◽  
Aleksandra Błachnio
Keyword(s):  
Interpersonal Relationships ◽  
Auditory Processing ◽  
Temporal Pattern ◽  
Right Hemisphere ◽  
Elderly Persons ◽  
Central Auditory Processing ◽  
Auditory Processing Disorders ◽  
Emotional Prosody ◽  
Frequency Pattern ◽  
Central Processing

Background: Language communication, which is one of the basic forms of building and maintaining interpersonal relationships, deteriorates in elder age. One of the probable causes is a decline in auditory functioning, including auditory central processing. The aim of the present study is to evaluate the profile of central auditory processing disorders in the elderly as well as the relationship between these disorders and the perception of emotional and linguistic prosody. Methods: The Right Hemisphere Language Battery (RHLB-PL), and the Brain-Boy Universal Professional (BUP) were used. Results: There are statistically significant relationships between emotional prosody and: spatial hearing (r(18) = 0.46, p = 0.04); the time of the reaction (r(18) = 0.49, p = 0.03); recognizing the frequency pattern (r(18) = 0.49, p = 0.03 (4); and recognizing the duration pattern (r(18) = 0.45, p = 0.05. There are statistically significant correlations between linguistic prosody and: pitch discrimination (r(18) = 0.5, p = 0.02); recognition of the frequency pattern (r(18) = 0.55, p = 0.01); recognition of the temporal pattern; and emotional prosody (r(18) = 0.58, p = 0.01). Conclusions: The analysis of the disturbed components of auditory central processing among the tested samples showed a reduction in the functions related to frequency differentiation, the recognition of the temporal pattern, the process of discriminating between important sounds, and the speed of reaction. De-automation of the basic functions of auditory central processing, which we observe in older age, lowers the perception of both emotional and linguistic prosody, thus reducing the quality of communication in older people.

Preschool impairments in auditory processing and speech perception uniquely predict future reading problems

2011 ◽  
Vol 32 (2) ◽  
pp. 560-570 ◽  
Author(s):  
Bart Boets ◽  
Maaike Vandermosten ◽  
Hanne Poelmans ◽  
Heleen Luts ◽  
Jan Wouters ◽  
...  
Keyword(s):  
Speech Perception ◽  
Auditory Processing ◽  
Reading Problems

scholarly journals Event related potentials in cases of amblyaudia

2020 ◽  
Vol 6 (4) ◽  
pp. 747
Author(s):  
Wessam Mostafa Essawy
Keyword(s):  
Auditory Processing ◽  
Event Related Potentials ◽  
Speech Development ◽  
Screening Tests ◽  
Control Group ◽  
Auditory Information ◽  
Central Auditory Processing ◽  
Auditory Processing Disorders ◽  
Central Auditory Processing Disorders ◽  
Related Potentials

<p class="abstract"><strong>Background:</strong> Amblyaudia is a weakness in the listener’s binaural processing of auditory information. Subjects with amblyaudia also demonstrate binaural integration deficits and may display similar patterns in their evoked responses in terms of latency and amplitude of these responses. The purpose of this study was to identify the presence of amblyaudia in a population of young children subjects and to measure mismatch negativity (MMN), P300 and cortical auditory evoked potentials (CAEPs) for those individuals.</p><p class="abstract"><strong>Methods:</strong> Subjects included in this study were divided into 2 groups control group that consisted of 20 normal hearing subjects with normal developmental milestones and normal speech development. The study group (GII) consisted of 50 subjects with central auditory processing disorders (CAPDs) diagnosed by central auditory screening tests. </p><p class="abstract"><strong>Results:</strong> With using dichotic tests including dichotic digits test (DDT) and competing sentence test (CST), we could classify these cases into normal, dichotic dysaudia, amblyaudia, and amblyaudia plus with percentages (40%, 14%, 38%, 8% respectively). Using event related potentials, we found that P300 and MMN are more specific in detecting neurocognitive dysfunction related to allocation of attentional resources and immediate memory in these cases.</p><p class="abstract"><strong>Conclusions:</strong> The presence of amblyaudia in cases of central auditory processing disorders (CAPDs) and event related potentials is an objective tool for diagnosis, prognosis and follow up after rehabilitation.</p>

scholarly journals Going beyond rote auditory learning: Neural patterns of generalized auditory learning

2021 ◽  
Author(s):  
Shannon L.M. Heald ◽  
Stephen C. Van Hedger ◽  
John Veillette ◽  
Katherine Reis ◽  
Joel S. Snyder ◽  
...  
Keyword(s):  
Speech Perception ◽  
Sensory Processing ◽  
Auditory Processing ◽  
Auditory Evoked Potentials ◽  
Brain Regions ◽  
Auditory Evoked Potential ◽  
Cortical Processing ◽  
Rote Learning ◽  
Neural Responses ◽  
Auditory Learning

AbstractThe ability to generalize rapidly across specific experiences is vital for robust recognition of new patterns, especially in speech perception considering acoustic-phonetic pattern variability. Behavioral research has demonstrated that listeners are rapidly able to generalize their experience with a talker’s speech and quickly improve understanding of a difficult-to-understand talker without prolonged practice, e.g., even after a single training session. Here, we examine the differences in neural responses to generalized versus rote learning in auditory cortical processing by training listeners to understand a novel synthetic talker using a Pretest-Posttest design with electroencephalography (EEG). Participants were trained using either (1) a large inventory of words where no words repeated across the experiment (generalized learning) or (2) a small inventory of words where words repeated (rote learning). Analysis of long-latency auditory evoked potentials at Pretest and Posttest revealed that while rote and generalized learning both produce rapid changes in auditory processing, the nature of these changes differed. In the context of adapting to a talker, generalized learning is marked by an amplitude reduction in the N1-P2 complex and by the presence of a late-negative (LN) wave in the auditory evoked potential following training. Rote learning, however, is marked only by temporally later source configuration changes. The early N1-P2 change, found only for generalized learning, suggests that generalized learning relies on the attentional system to reorganize the way acoustic features are selectively processed. This change in relatively early sensory processing (i.e. during the first 250ms) is consistent with an active processing account of speech perception, which proposes that the ability to rapidly adjust to the specific vocal characteristics of a new talker (for which rote learning is rare) relies on attentional mechanisms to adaptively tune early auditory processing sensitivity.Statement of SignificancePrevious research on perceptual learning has typically examined neural responses during rote learning: training and testing is carried out with the same stimuli. As a result, it is not clear that findings from these studies can explain learning that generalizes to novel patterns, which is critical in speech perception. Are neural responses to generalized learning in auditory processing different from neural responses to rote learning? Results indicate rote learning of a particular talker’s speech involves brain regions focused on the memory encoding and retrieving of specific learned patterns, whereas generalized learning involves brain regions involved in reorganizing attention during early sensory processing. In learning speech from a novel talker, only generalized learning is marked by changes in the N1-P2 complex (reflective of secondary auditory cortical processing). The results are consistent with the view that robust speech perception relies on the fast adjustment of attention mechanisms to adaptively tune auditory sensitivity to cope with acoustic variability.

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