The Relations Between Auditory Processing Scores and Cognitive, Listening and Reading Abilities

Seeto, Mark; Tomlin, Dani; Dillon, Harvey

doi:10.1097/aud.0000000000000984

Cited by 7 publications

(2 citation statements)

References 32 publications

(53 reference statements)

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“…One of the most consistent and largest deficits experienced by the children with LiD in this study was broadly specified cognitive function, as also recognized in other recent studies (Moore et al 2010; Tomlin et al 2015; Seeto et al 2021). Scores on individual tests were highly correlated and uniformly reduced relative to TD children, suggesting that cognitive function is a major contributor to LiD.…”

Section: Discussionsupporting

confidence: 87%

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

et al. 2021

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Objectives: Children presenting at audiology services with caregiverreported listening difficulties often have normal audiograms. The appropriate approach for the further assessment and clinical management of these children is currently unclear. In this Sensitive Indicators of Childhood Listening Difficulties (SICLiD) study, we assessed listening ability using a reliable and validated caregiver questionnaire (the Evaluation of Children's Listening and Processing Skills [ECLiPS]) in a large (n = 146) and heterogeneous sample of 6-to 13-year-old children with normal audiograms. Scores on the ECLiPS were related to a multifaceted laboratory assessment of the children's audiological, psycho-and physiological-acoustic, and cognitive abilities. This report is an overview of the SICLiD study and focuses on the children's behavioral performance. The overall goals of SICLiD were to understand the auditory and other neural mechanisms underlying childhood listening difficulties and translate that understanding into clinical assessment and, ultimately, intervention.Design: Cross-sectional behavioral assessment of children with "listening difficulties" and an age-matched "typically developing" control group. Caregivers completed the ECLiPS, and the resulting total standardized composite score formed the basis of further descriptive statistics, univariate, and multivariate modeling of experimental data.Results: All scores of the ECLiPS, the SCAN-3:C, a standardized clinical test suite for auditory processing, and the National Institutes of Health (NIH) Cognition Toolbox were significantly lower for children with listening difficulties than for their typically developing peers using group comparisons via t-tests and Wilcoxon Rank-Sum tests. A similar effect was observed on the Listening in Spatialized Noise-Sentences (LiSN-S) test for speech sentence-in-noise intelligibility but only reached significance for the Low Cue and High Cue conditions and the Talker Advantage derived score. Stepwise regression to examine the factors contributing to the ECLiPS Total scaled score (pooled across groups) yielded a model that explained 42% of its variance based on the SCAN-3:C composite, LiSN-S Talker Advantage, and the NIH Toolbox Picture Vocabulary, and Dimensional Change Card Sorting scores (F[4, 95] = 17.35, p < 0.001). High correlations were observed between many test scores including the ECLiPS, SCAN-3:C, and NIH Toolbox composite measures. LiSN-S Advantage measures generally correlated weakly and nonsignificantly with non-LiSN-S measures. However, a significant interaction was found between extended high-frequency threshold and LiSN-S Talker Advantage. Conclusions:Children with listening difficulties but normal audiograms have problems with the cognitive processing of auditory and nonauditory stimuli that include both fluid and crystallized reasoning.Analysis of poor performance on the LiSN-S Talker Advantage measure identified subclinical hearing loss as a minor contributing factor to talker segregation. Beyond auditory tests, evalu...

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Section: Discussionsupporting

confidence: 87%

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

et al. 2021

View full text Add to dashboard Cite

show abstract

“…One of the most consistent and largest deficits experienced by the children with LiD in this study was broadly-specified cognitive function, as also recognized in other recent studies (Moore et al, 2010;Seeto et al, 2021;Tomlin et al, 2015). Scores on individual tests were highly correlated and uniformly reduced relative to TD children, suggesting that cognitive function is a major contributor to LiD.…”

Section: Nih Cognition Toolboxsupporting

confidence: 86%

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

Petley

Hunter

Zadeh

et al. 2020

Preprint

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Objectives: Children presenting at audiology services with listening difficulties often have normal audiograms, yet the appropriate approach for the further assessment and clinical management of these children is currently unclear. In this study we assessed listening ability in a large (n = 146) and heterogeneous sample of 6-13 year-old children with normal audiograms using a reliable and validated caregiver questionnaire. The results were related to a multifaceted laboratory assessment of the children's audiological, psychoacoustic, physiological and cognitive abilities. This report is an overview of the study and focuses on the children's behavioral performance. The overall goals of the study are to understand the auditory and other neural mechanisms underlying childhood listening difficulties and to translate that understanding into clinical assessment and, ultimately, intervention. Design: Cross-sectional behavioral assessment of children recruited through relevant clinics of Cincinnati Children's Hospital, and advertisements placed in the hospital online information service. We aimed recruitment into two demographically-matched groups, a 'listening difficulties' group and a 'typically developing' control group. Caregivers completed the 'ECLiPS' questionnaire and the resulting 'total' standardized composite score formed the basis of further descriptive statistics, univariate and multivariate modeling of experimental data. Results: All scores of the ECLiPS, the SCAN-3:C, a standardized clinical test suite for auditory processing, and the NIH Cognition Toolbox were significantly lower for children with listening difficulties than for their typically developing peers, using group comparisons via t-tests and Wilcoxon Rank Sum tests. A similar effect was observed on the LiSN-S test for speech sentence-in-noise intelligibility, but only reached significance for the Low Cue and High Cue conditions, and the Talker Advantage derived score. Stepwise regression to examine factors contributing to the ECLiPS Total scaled score (pooled across groups) yielded a model that explained 42% of its variance based on the SCAN composite, LiSN-S Talker Advantage, and the NIH Toolbox Picture Vocabulary and Dimensional Change Card Sorting scores (F4,95 = 17.35, p < 0.001). High correlations were observed between many test scores including the ECLiPS, SCAN and NIH Toolbox composite measures. LiSN-S Advantage measures generally correlated weakly and non-significantly with non-LiSN-S measures. However, a significant interaction was found between extended high frequency threshold and LiSN-S Talker Advantage. Conclusions: Children with listening difficulties but normal audiograms have problems with the cognitive processing of auditory and non-auditory stimuli that include both fluid and crystallized reasoning. Analysis of poor performance on the LiSN-S Talker Advantage measure identified subclinical hearing loss as a possible minor contributing factor to talker segregation. Beyond auditory tests, evaluation of children with complaints of listening difficulties should include standardized caregiver observations and consideration of broad cognitive abilities.

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Relationship Between Cognitive Abilities and Basic Auditory Processing in Young Adults

Maggu,

Sharma

2024

Am J Audiol

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Purpose: The diagnosis of auditory processing disorder (APD) is controversial particularly due to the influence of higher order factors of language and cognition on the diagnostic APD testing. As a result, there might be a need for testing for other domains (e.g., cognition) along with conducting the diagnostic APD testing to rule out the influence of other domains. In order to make recommendations on whether cognitive testing is needed along with the auditory processing testing, as a starting point, the current study was conducted to examine the relationship between cognitive abilities and basic auditory processing in young adults. Method: A total of 38 young adults with normal audiometric thresholds between 250 and 8000 Hz participated in this study. They were tested on their executive function, language, processing speed, working memory, and episodic memory components of cognitive testing and tests for temporal fine structure and spectrotemporal sensitivity for auditory processing testing. Results: No significant correlation was found between the cognitive tests and the tests for basic auditory processing in young adults. Conclusions: These findings present contrast to the existing findings in children and older adults where a stronger correlation between cognitive abilities and auditory processing has been found. The current findings suggest that testing for cognitive abilities may not be needed when testing for basic auditory processing in young adults.

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The Relations Between Auditory Processing Scores and Cognitive, Listening and Reading Abilities

Cited by 7 publications

References 32 publications

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

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

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

Relationship Between Cognitive Abilities and Basic Auditory Processing in Young Adults

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