Age-Related Changes on a Children's Test of Sensory-Level Speech Perception Capacity

Abstract

Normative data, as a function of age, were obtained on a test designed to assess sensory-level speech perception capacity, the Three-Interval Forced-Choice Test of Speech Pattern Contrast Perception, otherwise known as THRIFTSPAC (or THRIFT for short). Performance under the input modalities of hearing alone, speech-reading alone, and the two combined was measured in 44 normally developing children between the ages of 5 years 7 months and 10 years 9 months. Results revealed that within each condition there were significant influences of age on performance for children below age 7 years. These changes appeared to be related to cognitive and, possibly, to phonological development. Implications for the clinical implementation of THRIFT are discussed.

Effect of Age and Cognition on Childhood Speech in Noise Perception Abilities

“…Studies indicate an association between learning problems, and therefore cognitive abilities, and speech in noise recognition, but inconsistent findings in babble and filtered noise conditions have been found . Attention capabilities, cognitive status, linguistic development and lexical knowledge have been found to influence a sensory-level speech perception task that was not administered in noise [Hnath-Chisolm et al, 1998]. …”

“…A specialised component of auditory perception essential for the acquisition of language is speech perception, which is involved in the interpretation of speech sounds ranging from simple phonemes to complex phrases [Boothroyd, 1997]. Speech perception develops in childhood and is influenced by sensory factors, and cognitive and linguistic abilities [Hnath-Chisolm et al, 1998]. …”

Hearing Loss in Children and Adults: Audiometric Configuration, Asymmetry, and Progression

“…For example, children have poorer behavioral detection thresholds (Olsho, Koch, Carter, Halpin, & Spetner, 1988) and require higher signal-to-noise ratios to perform certain listening tasks as compared to adults (Hall, III & Grose, 1991;Veloso, Hall, III, & Grose, 1990). Children have also been found to have poorer use of temporal cues (Elliott, 1986;Elliott, Busse, Partridge, Rupert, & DeGraaff, 1986;Wightman, Allen, Dolan, Kistler, & Jamieson, 1989), poorer phoneme and word recognition (Hnath-Chisolm, Laipply, & Boothroyd, 1998), and poorer speech recognition in reverberant conditions (Nabelek & Robinson, 1982;Neuman & Hochberg, 1983).The impact of hearing loss on the development of auditory skills, has sparked a debate regarding the amplification needs of children relative to those of adults. Some investigators suggest that children and adults with similar hearing losses require similar amplification strategies (Ching, Dillon, & Byrne, 2001 1995).…”

Preschoolers Benefit From Visually Salient Speech Cues

“…Children are required to make overt responses, including verbal responses (Boothroyd, Eisenberg, & Martinez, 2010;Dodd, 1977;Holt et al, 2011;Jerger et al, 2009;Massaro et al, 1986;McGurk & MacDonald, 1976;Ross et al, 2011;Tremblay et al, 2007) and other motor responses (Desjardins et al, 1997;Hnath-Chisolm, Laipply, & Boothroyd, 1998;Massaro et al, 1986;Sekiyama & Burnham, 2008;Wightman et al, 2006). Because the same tasks are used to assess children and adults, many of the developmental results-in particular, findings of reduced visual influence and AV advantage in young children on some measures-might reflect differences in non-sensory processing efficiency and susceptibility to task demands, rather than age-related changes in AV integration (Allen & Wightman, 1992;Boothroyd, 1991;Wightman, Allen, Dolan, Kistler, & Jamieson, 1989).…”