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Experience with dichotic multiple-stimulus auditory steady-state responses (ASSRs) in clinical practice is described. ASSR thresholds were assessed in a sample of 60 high-risk newborns and young children between birth and 4 years of age. Amplitudes and signal-to-noise ratios (SNRs) of the ASSR were compared between normal-hearing infants and adults. Age-related changes within a group of infants younger than 3 months of age were investigated. A comparison was made between ASSR, the click-evoked auditory brainstem response and behavioral hearing thresholds in infants with a wide range of hearing threshold levels. Mean ASSR thresholds for normal-hearing infants at an average corrected age of 12 days were 42 ± 10, 35 ± 10, 32 ± 10 and 36 ± 9 dB SPL for 0.5, 1, 2 and 4 kHz, respectively. Compared to adults, these thresholds were elevated by on average 11 dB and SNRs were 1.7 times smaller. However, based on ASSRs, reasonably accurate estimations could be made of behavioral hearing thresholds obtained at a later age (median delay of 7 months). The predicted thresholds were in 61% of the cases within 10 dB of the corresponding behavioral thresholds, and in 83% of the cases within 15 dB. In less than 1 h, thresholds at four frequencies per ear could be obtained. The optimal age of testing is between 1 week and 3 months corrected age. The dichotic multiple-stimulus ASSR technique is a valuable extension of the clinical test battery for hearing-impaired children, as a follow-up diagnostic after the neonatal hearing screening.

In the framework of the European HearCom project, promising signal enhancement algorithms were developed and evaluated for future use in hearing instruments. To assess the algorithms' performance, five of the algorithms were selected and implemented on a common real-time hardware/software platform. Four test centers in Belgium, The Netherlands, Germany, and Switzerland perceptually evaluated the algorithms. Listening tests were performed with large numbers of normal-hearing and hearing-impaired subjects. Three perceptual measures were used: speech reception threshold (SRT), listening effort scaling, and preference rating. Tests were carried out in two types of rooms. Speech was presented in multitalker babble arriving from one or three loudspeakers. In a pseudo-diffuse noise scenario, only one algorithm, the spatially preprocessed speech-distortion-weighted multi-channel Wiener filtering, provided a SRT improvement relative to the unprocessed condition. Despite the general lack of improvement in SRT, some algorithms were preferred over the unprocessed condition at all tested signal-to-noise ratios (SNRs). These effects were found across different subject groups and test sites. The listening effort scores were less consistent over test sites. For the algorithms that did not affect speech intelligibility, a reduction in listening effort was observed at 0 dB SNR.

Developmental dyslexia is characterized by severe reading and spelling difficulties that are persistent and resistant to the usual didactic measures and remedial efforts. It is well established that a major cause of these problems lies in poorly specified representations of speech sounds. One hypothesis states that this phonological deficit results from a more fundamental deficit in auditory processing. Despite substantial research effort, the specific nature of these auditory problems remains debated. A first controversy concerns the speech specificity of the auditory processing problems: Can they be reduced to more basic auditory processing, or are they specific to the perception of speech sounds? A second topic of debate concerns the extent to which the auditory problems are specific to the processing of rapidly changing temporal information or whether they encompass a broader range of complex spectrotemporal processing. By applying a balanced design with stimuli that were adequately controlled for acoustic complexity, we show that adults with dyslexia are specifically impaired at categorizing speech and nonspeech sounds that differ in terms of rapidly changing acoustic cues (i.e., temporal cues), but that they perform adequately when categorizing steady-state speech and nonspeech sounds. Thus, we show that individuals with dyslexia have an auditory temporal processing deficit that is not speech-specific.auditory processing | categorical perception | speech perception S peech contains a number of acoustic cues that are used to discriminate speech sounds belonging to different phonetic categories. For example, the acoustic cue that is critical for differentiating /bA/ versus /dA/, a stop consonant followed by a vowel, lies within the first 100 ms of the sounds, during which time the frequency of the second formant changes rapidly (i.e., a temporal cue). In contrast, the acoustic difference between two vowels such as /u/ versus /y/ lies in the frequency of the second formant, which stays relatively stable over time. Hence, an accurate perception of steady-state (i.e., nontemporal) spectral cues is essential for identification of these vowels. There is ample evidence that individuals with dyslexia exhibit problems in the representation of speech sounds (1), and that these may be rooted in a more fundamental auditory processing deficit (2). Originally, it was claimed that individuals with dyslexia have a deficit in processing auditory cues that are "temporal" in nature (i.e., rapidly changing), thereby causing problems in the accurate processing of rapid acoustic changes in speech (such as in stop consonants) (3). This speech perception problem was thought to consequently cause a cascade of effects, starting with the disruption of the normal development of the phonological system, eventually resulting in problems learning to read and spell. However, despite substantial research efforts, the literature is not concordant with respect to the specific nature of these auditory problems. In particular, it is unclear (i...

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