The emergence of Cognitive Hearing Science

Arlinger, Stig; Lunner, Thomas; Lyxell, Björn; Pichora-Fuller, M. Kathleen

doi:10.1111/j.1467-9450.2009.00753.x

Cited by 193 publications

(180 citation statements)

References 164 publications

(191 reference statements)

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“…This result not only confirms previous studies but also what was expected by the researchers, since it has been described in both national and international literature 5,[24][25][26][27][28][29][30][31][32][33][34][35][36][37][38][39] . The age of the individuals caused an increase in auditory thresholds, which may lead to an even more harmed speech comprehension.…”

Section: Discussionsupporting

confidence: 81%

“…The higher the effort to hear, the greater the use mechanisms to store the information received, for the subject will be more attentive to the sensorial entrance of the information, decreasing the storing capacity [26][27][28][29][30][31][32][33][34] . Along with regular aging people suffer from attention decrease; especially regarding selective attention, presenting difficulty in carrying out simultaneous mental tasks -as in a conversation in presence of noisy background.…”

Section: Resultsmentioning

confidence: 99%

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Audição em adultos e idosos: associação com sexo, idade e cognição

et al. 2014

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OBJETIVO:verificar a existência de associação entre a presença e o grau de perda auditiva em adultos e idosos e o desempenho em teste de rastreio cognitivo, o sexo e a idade dos mesmos.MÉTODOS:participaram deste estudo sujeitos com idade entre 52 e 92 anos. Todos responderam a questionário sócio-demográfico, ao teste de Mini Exame do Estado Mental e à audiometria tonal liminar.RESULTADOS: dos 90 indivíduos avaliados, 22 (24,4%) eram do sexo masculino e 68 (75,6%) do sexo feminino. Constatou-se que apenas 11 orelhas direitas e 11 orelhas esquerdas apresentavam limiares auditivos normais. Constatou-se que a idade estava associada com o aumento dos limiares auditivos, evidenciando que os indivíduos mais velhos apresentam maior grau de perda auditiva (p<0,005). Não houve diferença estatística entre os limiares auditivos de homens e mulheres (p=0,1). Observou-se que 80% dos sujeitos cujo resultado do rastreio cognitivo foi normal apresentaram os limiares auditivos menos afetados. Já 60% dos indivíduos cujo resultado do rastreio cognitivo foi alterado apresentaram maior grau de perda auditiva. Pode-se constatar a relação dos achados audiológicos com os resultados do teste de rastreio cognitivo, evidenciando que os sujeitos com o resultado alterado do mini Exame do Estado mental apresentam os maiores graus de perda auditiva (p<0,001).CONCLUSÃO:verificou-se que houve associação entre a presença e grau da perda auditiva com o resultado do Mini Exame do Estado Mental. O aumento da idade mostrou-se proporcional ao aumento dos limiares auditivos. Não foi constatada associação entre gênero e audição na amostra.

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Section: Discussionsupporting

confidence: 81%

Section: Resultsmentioning

confidence: 99%

Audição em adultos e idosos: associação com sexo, idade e cognição

et al. 2014

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“…This, in turn, contributed to the development of the auditory scaffolding hypothesis (Conway, Pisoni, & Kronenberger, 2009) learning, recalling, and producing sequential information. (p. 276) This view is embedded within a larger emerging discipline known as cognitive hearing science (Arlinger, Lunner, Lyxell, & Pichora-Fuller, 2009). …”

Section: The Auditory Scaffolding Hypothesismentioning

confidence: 99%

Auditory access, language access, and implicit sequence learning in deaf children

Hall

Eigsti

Bortfeld

et al. 2017

Developmental Science

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Developmental psychology plays a central role in shaping evidence-based best practices for prelingually deaf children. The Auditory Scaffolding Hypothesis (Conway et al., 2009) asserts that a lack of auditory stimulation in deaf children leads to impoverished implicit sequence learning abilities, measured via an artificial grammar learning (AGL) task. However, prior research is confounded by a lack of both auditory and language input. The current study examines implicit learning in deaf children who were (Deaf native signers) or were not (oral cochlear implant users) exposed to language from birth, and in hearing children, using both AGL and Serial Reaction Time (SRT) tasks. Neither deaf nor hearing children across the three groups show evidence of implicit learning on the AGL task, but all three groups show robust implicit learning on the SRT task. These findings argue against the Auditory Scaffolding Hypothesis, and suggest that implicit sequence learning may be resilient to both auditory and language deprivation, within the tested limits.

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“…Previous research (Rönnberg et al, 2008;Akeroyd, 2008;Arlinger, Lunner, Lyxell, & Pichora-Fuller, 2009;Rudner, Rönnberg, & Lunner, 2011, Engle, 2002 indicates that speech perception, especially in challenging listening conditions, is associated with working memory (WM) capacity as measured with the reading span test (RSpan, Daneman & Carpenter, 1980). It also relates to the ability to read partly masked everyday sentences as assessed by the text reception threshold test (TRT; Zekveld, George, Kramer, Goverts & Houtgast, 2007).…”

Section: Introductionmentioning

confidence: 99%

Behavioral and fMRI evidence that cognitive ability modulates the effect of semantic context on speech intelligibility

Zekveld¹,

Rudner²,

Johnsrude³

et al. 2012

Brain and Language

101

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Text cues facilitate sentence perception when they are semantically related to the speech (Zekveld et al., 2011a). In this study, semantically related and unrelated cues preceding sentences evoked more activation in middle temporal gyrus (MTG) and inferior frontal gyrus (IFG) than non-word cues, regardless of acoustic quality (speech in noise or speech in quiet).Larger verbal working memory (WM) capacity (reading span) was associated with greater intelligibility benefit obtained from related cues, with less speech-related activation in the left superior temporal gyrus and left anterior IFG, and with more activation in right medial frontal cortex for related versus unrelated cues. Better ability to comprehend masked text was associated with greater ability to disregard unrelated cues, and with more activation in left angular gyrus (AG). We conclude that individual differences in cognitive abilities are related to activation in a speech-sensitive network including left MTG, IFG and AG during cued speech perception.

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The emergence of Cognitive Hearing Science

Cited by 193 publications

References 164 publications

Audição em adultos e idosos: associação com sexo, idade e cognição

Audição em adultos e idosos: associação com sexo, idade e cognição

Auditory access, language access, and implicit sequence learning in deaf children

Behavioral and fMRI evidence that cognitive ability modulates the effect of semantic context on speech intelligibility

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