Generalization of Auditory Sensory and Cognitive Learning in Typically Developing Children

Abstract

Despite the well-established involvement of both sensory (“bottom-up”) and cognitive (“top-down”) processes in literacy, the extent to which auditory or cognitive (memory or attention) learning transfers to phonological and reading skills remains unclear. Most research has demonstrated learning of the trained task or even learning transfer to a closely related task. However, few studies have reported “far-transfer” to a different domain, such as the improvement of phonological and reading skills following auditory or cognitive training. This study assessed the effectiveness of auditory, memory or attention training on far-transfer measures involving phonological and reading skills in typically developing children. Mid-transfer was also assessed through untrained auditory, attention and memory tasks. Sixty 5- to 8-year-old children with normal hearing were quasi-randomly assigned to one of five training groups: attention group (AG), memory group (MG), auditory sensory group (SG), placebo group (PG; drawing, painting), and a control, untrained group (CG). Compliance, mid-transfer and far-transfer measures were evaluated before and after training. All trained groups received 12 x 45-min training sessions over 12 weeks. The CG did not receive any intervention. All trained groups, especially older children, exhibited significant learning of the trained task. On pre- to post-training measures (test-retest), most groups exhibited improvements on most tasks. There was significant mid-transfer for a visual digit span task, with highest span in the MG, relative to other groups. These results show that both sensory and cognitive (memory or attention) training can lead to learning in the trained task and to mid-transfer learning on a task (visual digit span) within the same domain as the trained tasks. However, learning did not transfer to measures of language (reading and phonological awareness), as the PG and CG improved as much as the other trained groups. Further research is required to investigate the effects of various stimuli and lengths of training on the generalization of sensory and cognitive learning to literacy skills.

Paying Attention to Speech: The Role of Cognitive Capacity and Acquired Experience

“…Critically, the amenability of Selective auditory attention performance to training is not limited to these highly-selective groups. Improvement in Selective Attention performance has been demonstrated after a 4-week dichotic-listening training program in healthy adults (Soveri et al, 2013), and similar training effects have been reported in typically developing children (Murphy, Moore, & Schochat, 2015), as well as children with dyslexia (Helland et al, 2018). These findings point to the flexible nature of auditory Selective Attention, which can be improved through formal training programs and as well as frequent practice (Mishra, de Villers-Sidani, Merzenich, & Gazzaley, 2014).…”

Effectiveness of the Use of Learning Tools Based on Academics Success Skills in Achieving Cognitive Learning Indicators

“…Students are directed through procedural learning activities and problems that stimulate curiosity to find various information as an alternative solution. Various learning experiences experienced form the personality of students to be able to succeed in the work that will be undertaken in accordance with the profile of graduates [2], [4], [7], [8], [23]. Thus, the success of universities in producing graduates who have the ability and skills in accordance with the profile of graduates is more effective with learning tools based on academic success skills.…”

“…This increase is owned by Students by familiarizing themselves with the use of learning tools based on academic success skills. Students are trained in developing thoughts to be able to achieve metacognition knowledge [3], [6], [8], [13], [18], [19], [25], [26], [33]. By having metacognition knowledge, Students can achieve success in planning and various considerations taken to live life.…”

Tradução e adaptação de um software de treinamento da escuta no ruído para o português brasileiro

“…Compressed speech tests are often used in studies on auditory training (22)(23)(24) . Although the test developed by Rabelo and Schochat (20) does not present standardization validated for Brazilian children, in the present study, its use was only to measure the effectiveness of auditory training with PER, comparing the results found in pre-training and post-training assessments.…”