Listening Difficulties in Children With Normal Audiograms: Relation to Hearing and Cognition

Petley, Lauren; Hunter, Lisa L.; Zadeh, Lina Motlagh; Stewart, Harry E.; Sloat, Nicholette T; Perdew, Audrey; Lin, Li; Moore, David R.

doi:10.1097/aud.0000000000001076

Cited by 29 publications

(75 citation statements)

References 70 publications

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“…This shows that children with LiD have challenges in both the auditory and cognitive processing represented in the Cue and Advantage scores. In our cross-sectional study of Wave 1 data, TD children scored significantly higher only in the LiSN-S Low Cue and Talker Advantage scores (Petley et al, 2021). Interestingly, in the secondary analysis of Wave 3 participants in the current study, children with LiD scored lower in Low Cue and Talker Advantage only, similar to the prior study.…”

Section: Spatial Hearingsupporting

confidence: 83%

Childhood listening and associated cognitive difficulties persist into adolescence

Kojima

Lin

Petley

et al. 2022

Preprint

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Our objective in this study was to examine children with and without listening difficulty (LiD) longitudinally to ask whether LiD was developmentally transient or persistent. Like many other developmental problems, we hypothesized that LiD persists into adolescence. Behavioral and physiological data were collected from children initially aged 6-13 years at baseline and two and four years later. Of 169 enrolled participants, 147, 100, and 31 children completed required testing in study visits at baseline, 2 years, and 4 years later, respectively. All children had clinically normal audiograms at all visits. Listening skills scores from a caregiver report scale (ECLiPS), and auditory and cognitive skills were significantly poorer in the LiD group than in a typically developing (TD) group throughout the study period. In both groups, age-adjusted listening and auditory skills increased over time. Using the longitudinal data, a parsimonious prediction model for ECLIPS scores (pooled across groups) was created. The final model included maternal education, spatial listening skills, and cognitive performance, which explained 54.8% of the variance in the ECLiPS score. Children with LiD but normal audiograms have, relative to TD children, persistent listening difficulties, challenges in competing speech tasks, and poor cognitive performance through adolescence. The degree of LiD can be independently predicted by maternal education, cognitive performance, and spatial listening skills.

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Section: Spatial Hearingsupporting

confidence: 83%

Childhood listening and associated cognitive difficulties persist into adolescence

Kojima

Lin

Petley

et al. 2022

Preprint

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“…No significant correlations were observed between functional connectivity and sensory-dominant tasks (e.g, LiSN-S advantage scores and SCAN filtered words). However, significant correlations were observed between functional connectivity and more cognitive-dominant tasks, specifically speechin-noise and task switching which are more strongly dependent on language and executive function, respectively (Petley et al, 2021). Overall, the data are consistent with the hypothesis that children with LiD have primarily cognitive and language processing deficits.…”

Section: Contrastsupporting

confidence: 78%

“…Increased connectivity may thus be indicative of increased processing efficiency and/or suppression of a task-relevant network, in this case language. Note that the behavioural measures used here have been shown to be either little affected by age (audiogram: Hunter et al, 2021) or were standardized across age (ECLiPS, LiSN-S, SCAN and NIH toolbox; (Petley et al, 2021).…”

Section: Functional Connectivity: Brain and Behaviourmentioning

confidence: 99%

Speech cortical activation and connectivity in typically developing children and those with listening difficulties

Stewart

Cash

Hunter

et al. 2020

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Listening difficulties (LiD) are a widespread but poorly understood form of hearing impairment in people who have normal audiometry. Recent research suggests that childhood LiD are cognitive rather than auditory in origin. We assessed that hypothesis using behavioral testing and fMRI with 43 typically developing children and 42 children with LiD, categorized by caregiver report. The children with LiD had clinically normal hearing. For sentence listening tasks, we found no group differences in fMRI brain cortical activation by increasingly complex speech, from phonology to intelligibility to semantics. Using unstimulated fMRI connectivity analysis, we examined how cortical auditory and related speech perception networks interact. Group differences were found only in cortical connections engaged by more complex speech processing. Strength of the affected connections was related to the children's performance on tests of dichotic listening, speech-in-noise, attention, memory and verbal vocabulary. Childhood LiD thus reflects cognitive and language rather than auditory deficits.

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“…People with higher hearing thresholds can manifest hearing impairment, communication difficulties, etc., even within the normal range ( 64 , 65 ). It is of note that children with hearing impairment but normal audiograms have problems with cognitive processing ( 66 ). In this study, we found that children with abnormal or borderline SDQ total difficulties scores had higher hearing threshold at certain frequencies.…”

Section: Discussionmentioning

confidence: 99%

Hearing thresholds elevation and potential association with emotional problems among 1,914 children in Beijing, China

Xiao

Amaerjiang

Wang

et al. 2022

Front. Public Health

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ObjectivesSchool-aged children may experience hearing loss and emotional problems. Previous studies have shown a bidirectional relationship between hearing loss and emotional problems in the elderly population, and we aimed to analyze the association between hearing thresholds and emotional problems in school-aged children.MethodsBased on the Beijing Child Growth and Health Cohort (PROC) study, the hearing screenings were conducted in November 2019 using pure tone audiometry. A total of 1,877 parents completed the Strengths and Difficulties Questionnaire (SDQ) to assess children's emotional and behavioral status. We used generalized linear regression analysis to assess the potential association of emotional problems with hearing thresholds, based on multiple imputed datasets with a sample size of 1,914.ResultsThe overall pass rate of hearing screening was 91.5%. The abnormal rate of SDQ total difficulties was 55.8%. Emotional symptoms were positively associated with left ear average hearing thresholds (β = 0.24, 95%CI: 0.08–0.40), and right ear average hearing thresholds (β = 0.18, 95%CI: 0.04–0.32). Conduct problems, hyperactivity/inattention, peer problems, and prosocial behaviors had no association with the pass rate of the hearing screening. Regarding emotional symptoms, boys with many fears and who are easily scared coincided with increased right ear average hearing thresholds (β = 0.67, 95%CI: 0.01–1.33). Girls having many worries, frequently feeling unhappy and downhearted were positively associated with left and right ear average hearing thresholds, respectively (β = 0.96, 95%CI: 0.20–1.73; β = 0.72, 95%CI: 0.07–1.37).ConclusionsThe co-occurrence of hearing problems and emotional problems of children aged 6–8 in Beijing attracts attention. It is important to address undiscovered hearing loss and emotional problems from the perspective of comorbidity driving factors.

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Listening Difficulties in Children With Normal Audiograms: Relation to Hearing and Cognition

Cited by 29 publications

References 70 publications

Childhood listening and associated cognitive difficulties persist into adolescence

Childhood listening and associated cognitive difficulties persist into adolescence

Speech cortical activation and connectivity in typically developing children and those with listening difficulties

Hearing thresholds elevation and potential association with emotional problems among 1,914 children in Beijing, China

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