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1.
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. 相似文献
2.
Morell RJ Brewer CC Ge D Snieder H Zalewski CK King KA Drayna D Friedman TB 《Human genetics》2007,122(1):103-111
We administered tests commonly used in the diagnosis of auditory processing disorders (APDs) to twins recruited from the general
population. We observed significant correlations in test scores between co-twins. Our analyses of test score correlations
among 106 MZ and 33 DZ twin pairs indicate that dichotic listening ability is a highly heritable trait. Dichotic listening
is the ability to identify and distinguish different stimuli presented simultaneously to each ear. Deficits in dichotic listening
skills indicate a lesion or defect in interhemispheric information processing. Such defects or lesions can be prominent in
elderly listeners, language-impaired children, stroke victims, and individuals with PAX6 mutations. Our data indicates that
other auditory processing abilities are influenced by shared environment. These findings should help illuminate the etiology
of APDs, and help to clarify the relationships between auditory processing abilities and learning/language disorders associated
with APDs.
Electronic supplementary material The online version of this article (doi:) contains supplementary material, which is available to authorized users. 相似文献
3.
Moore DR Halliday LF Amitay S 《Philosophical transactions of the Royal Society of London. Series B, Biological sciences》2009,364(1515):409-420
This paper reviews recent studies that have used adaptive auditory training to address communication problems experienced by some children in their everyday life. It considers the auditory contribution to developmental listening and language problems and the underlying principles of auditory learning that may drive further refinement of auditory learning applications. Following strong claims that language and listening skills in children could be improved by auditory learning, researchers have debated what aspect of training contributed to the improvement and even whether the claimed improvements reflect primarily a retest effect on the skill measures. Key to understanding this research have been more circumscribed studies of the transfer of learning and the use of multiple control groups to examine auditory and non-auditory contributions to the learning. Significant auditory learning can occur during relatively brief periods of training. As children mature, their ability to train improves, but the relation between the duration of training, amount of learning and benefit remains unclear. Individual differences in initial performance and amount of subsequent learning advocate tailoring training to individual learners. The mechanisms of learning remain obscure, especially in children, but it appears that the development of cognitive skills is of at least equal importance to the refinement of sensory processing. Promotion of retention and transfer of learning are major goals for further research. 相似文献
4.
Children with language impairments have limitations of phonological short-term memory (STM) and have distinctive problems with certain aspects of grammar. Both deficits have been proposed as phenotypic markers of heritable language impairment. We studied 173 twin pairs, selected to be over-representative of children with risk of developmental language impairment, using a battery of standardized language and intelligence tests, a test of nonword repetition to index phonological STM and two elicitation tasks to assess use of verb tense marking. As predicted, the phonological STM and the verb tense measures both discriminated children with risk of language impairment from low risk children, and DeFries-Fulker analysis showed that impairments on both tasks were significantly heritable. However, there was minimal phenotypic and etiological overlap between the two deficits, suggesting that different genes are implicated in causing these two kinds of language difficulty. From an evolutionary perspective, these data are consistent with the view that language is a complex function that depends on multiple underlying skills with distinct genetic origins. 相似文献
5.
Manon Grube Sukhbinder Kumar Freya E. Cooper Stuart Turton Timothy D. Griffiths 《Proceedings. Biological sciences / The Royal Society》2012,279(1746):4496-4504
This work tests the relationship between auditory and phonological skill in a non-selected cohort of 238 school students (age 11) with the specific hypothesis that sound-sequence analysis would be more relevant to phonological skill than the analysis of basic, single sounds. Auditory processing was assessed across the domains of pitch, time and timbre; a combination of six standard tests of literacy and language ability was used to assess phonological skill. A significant correlation between general auditory and phonological skill was demonstrated, plus a significant, specific correlation between measures of phonological skill and the auditory analysis of short sequences in pitch and time. The data support a limited but significant link between auditory and phonological ability with a specific role for sound-sequence analysis, and provide a possible new focus for auditory training strategies to aid language development in early adolescence. 相似文献
6.
Professor Elizabeth Keating Gene Mirus Ph.D. candidate 《Anthropology & education quarterly》2003,34(2):115-135
Deaf youth easily become communicatively isolated in public schools, where they are in a small minority among a majority of hearing peers and teachers. This article examines communicative strategies of deaf children in an American "mainstream " school setting to discover how they creatively manage their casual communicative interactions with hearing peers across multimodal communicative channels, visual and auditory. We argue that unshared sociolinguistic practices and hearing-oriented participation frameworks are crucial aspects of communicative failure in these settings. We also show that what look like "successful" conversational interactions between deaf and hearing children actually contain little real language and few of the complex communication skills vital to cognitive and social development. This study contributes to understanding the social production of communicative isolation of deaf students and implications of mainstream education for this minority group. 相似文献
7.
During development, the sense of hearing changes rapidly with age, especially around hearing onset. During this period, auditory structures are highly sensitive to alterations of the acoustic environment, such as hearing loss or background noise. This sensitivity includes auditory temporal processing, which is important for processing complex sounds, and for acquiring reading and language skills. Developmental changes can be observed at multiple levels of brain organization—from behavioral responses to cellular responses, and at every auditory nucleus. Neuronal properties and sound processing change dramatically in auditory cortex neurons after hearing onset. However, development of its primary source, the auditory thalamus, or medial geniculate body (MGB), has not been well studied over this critical time window. Furthermore, to understand how temporal processing develops, it is important to determine the relative maturation of temporal processing not only in the MGB, but also in its inputs. Cellular properties of rat MGB neurons were studied using in vitro whole‐cell patch‐clamp recordings, at ages postnatal day (P) 7–9; P15–17, and P22–32. Auditory evoked potentials were measured in P14–17 and P22–32 rats. MGB action potentials became about five times faster, and the ability to generate spike trains increased with age, particularly at frequencies of 50 Hz and higher. Evoked potential responses, including auditory brainstem responses (ABR), middle latency responses (MLR), and amplitude modulation following responses, showed increased amplitudes with age, and ABRs and MLRs additionally showed decreased latencies with age. Overall, temporal processing at subthalamic nuclei is concurrently maturing with MGB cellular properties. © 2013 Wiley Periodicals, Inc. Develop Neurobiol 74: 541–555, 2014 相似文献
8.
Strauss DJ Corona-Strauss FI Trenado C Bernarding C Reith W Latzel M Froehlich M 《Cognitive neurodynamics》2010,4(2):119-131
An increased listing effort represents a major problem in humans with hearing impairment. Neurodiagnostic methods for an objective
listening effort estimation might support hearing instrument fitting procedures. However the cognitive neurodynamics of listening
effort is far from being understood and its neural correlates have not been identified yet. In this paper we analyze the cognitive
neurodynamics of listening effort by using methods of forward neurophysical modeling and time-scale electroencephalographic
neurodiagnostics. In particular, we present a forward neurophysical model for auditory late responses (ALRs) as large-scale
listening effort correlates. Here endogenously driven top–down projections related to listening effort are mapped to corticothalamic
feedback pathways which were analyzed for the selective attention neurodynamics before. We show that this model represents
well the time-scale phase stability analysis of experimental electroencephalographic data from auditory discrimination paradigms.
It is concluded that the proposed neurophysical and neuropsychological framework is appropriate for the analysis of listening
effort and might help to develop objective electroencephalographic methods for its estimation in future. 相似文献
9.
Isabelle Peretz Julie Ayotte Robert J Zatorre Jacques Mehler Pierre Ahad Virginia B Penhune Beno?t Jutras 《Neuron》2002,33(2):185-191
We report the first documented case of congenital amusia. This disorder refers to a musical disability that cannot be explained by prior brain lesion, hearing loss, cognitive deficits, socioaffective disturbance, or lack of environmental stimulation. This musical impairment is diagnosed in a middle-aged woman, hereafter referred to as Monica, who lacks most basic musical abilities, including melodic discrimination and recognition, despite normal audiometry and above-average intellectual, memory, and language skills. The results of psychophysical tests show that Monica has severe difficulties with detecting pitch changes. The data suggest that music-processing difficulties may result from problems in fine-grained discrimination of pitch, much in the same way as many language-processing difficulties arise from deficiencies in auditory temporal resolution. 相似文献
10.
Adam J. Sortini 《CMAJ》1964,91(13):704-707
There are many clues which should lead a family physician to suspect deafness in young children brought to his office. When this suspicion is aroused, he can refer these children to the nearest diagnostic centre where new techniques are available to confirm this diagnosis. Engineering research has made powerful hearing aids available which can be worn by young children and which assist to a significant degree their acquisition of language skills. 相似文献
11.
Athanassios Protopapas 《Philosophical transactions of the Royal Society of London. Series B, Biological sciences》2014,369(1634)
The ‘rapid temporal processing’ and the ‘temporal sampling framework’ hypotheses have been proposed to account for the deficits in language and literacy development seen in specific language impairment and dyslexia. This paper reviews these hypotheses and concludes that the proposed causal chains between the presumed auditory processing deficits and the observed behavioural manifestation of the disorders are vague and not well established empirically. Several problems and limitations are identified. Most data concern correlations between distantly related tasks, and there is considerable heterogeneity and variability in performance as well as concerns about reliability and validity. Little attention is paid to the distinction between ostensibly perceptual and metalinguistic tasks or between implicit and explicit modes of performance, yet measures are assumed to be pure indicators of underlying processes or representations. The possibility that diagnostic categories do not refer to causally and behaviourally homogeneous groups needs to be taken seriously, taking into account genetic and neurodevelopmental studies to construct multiple-risk models. To make progress in the field, cognitive models of each task must be specified, including performance domains that are predicted to be deficient versus intact, testing multiple indicators of latent constructs and demonstrating construct reliability and validity. 相似文献
12.
Bilateral cochlear implants aim to provide hearing to both ears for children who are deaf and promote binaural/spatial hearing. Benefits are limited by mismatched devices and unilaterally-driven development which could compromise the normal integration of left and right ear input. We thus asked whether children hear a fused image (ie. 1 vs 2 sounds) from their bilateral implants and if this “binaural fusion” reduces listening effort. Binaural fusion was assessed by asking 25 deaf children with cochlear implants and 24 peers with normal hearing whether they heard one or two sounds when listening to bilaterally presented acoustic click-trains/electric pulses (250 Hz trains of 36 ms presented at 1 Hz). Reaction times and pupillary changes were recorded simultaneously to measure listening effort. Bilaterally implanted children heard one image of bilateral input less frequently than normal hearing peers, particularly when intensity levels on each side were balanced. Binaural fusion declined as brainstem asymmetries increased and age at implantation decreased. Children implanted later had access to acoustic input prior to implantation due to progressive deterioration of hearing. Increases in both pupil diameter and reaction time occurred as perception of binaural fusion decreased. Results indicate that, without binaural level cues, children have difficulty fusing input from their bilateral implants to perceive one sound which costs them increased listening effort. Brainstem asymmetries exacerbate this issue. By contrast, later implantation, reflecting longer access to bilateral acoustic hearing, may have supported development of auditory pathways underlying binaural fusion. Improved integration of bilateral cochlear implant signals for children is required to improve their binaural hearing. 相似文献
13.
Improving language and literacy is a matter of time 总被引:4,自引:0,他引:4
Tallal P 《Nature reviews. Neuroscience》2004,5(9):721-728
Developmental deficits that affect speech perception increase the risk of language and literacy problems, which can lead to lowered academic and occupational accomplishment. Normal development and disorders of speech perception have both been linked to temporospectral auditory processing speed. Understanding the role of dynamic auditory processing in speech perception and language comprehension has led to the development of neuroplasticity-based intervention strategies aimed at ameliorating language and literacy problems and their sequelae. 相似文献
14.
The acoustic rearing environment can alter central auditory coding properties, yet altered neural coding is seldom linked with specific deficits to adult perceptual skills. To test whether developmental hearing loss resulted in comparable changes to perception and sensory coding, we examined behavioral and neural detection thresholds for sinusoidally amplitude modulated (sAM) stimuli. Behavioral sAM detection thresholds for slow (5 Hz) modulations were significantly worse for animals reared with bilateral conductive hearing loss (CHL), as compared to controls. This difference could not be attributed to hearing thresholds, proficiency at the task, or proxies for attention. Detection thresholds across the groups did not differ for fast (100 Hz) modulations, a result paralleling that seen in humans. Neural responses to sAM stimuli were recorded in single auditory cortex neurons from separate groups of awake animals. Neurometric analyses indicated equivalent thresholds for the most sensitive neurons, but a significantly poorer detection threshold for slow modulations across the population of CHL neurons as compared to controls. The magnitude of the neural deficit matched that of the behavioral differences, suggesting that a reduction of sensory information can account for limitations to perceptual skills. 相似文献
15.
Previous research has shown that human infants and young children are sensitive to the boundaries of certain social groups, which supports the idea that the capacity to represent social categories constitutes a fundamental characteristic of the human cognitive system. However, the function this capacity serves is still debated. We propose that during social categorization the human mind aims at mapping out social groups defined by a certain set of shared knowledge. An eye-tracking paradigm was designed to test whether two-year-old children differentially associate conventional versus non-conventional tool use with language-use, reflecting an organization of information that is induced by cues of shared knowledge. Children first watched videos depicting a male model perform goal-directed actions either in a conventional or in a non-conventional way. In the test phase children were presented with photographs taken of the model and of a similarly aged unfamiliar person while listening to a foreign (Experiment 1) or a native language (Experiment 2) text. Upon hearing the foreign utterance children looked at the model first if he had been seen to act in an unconventional way during familiarization. In contrast, children looked at the other person if the model had performed conventional tool use actions. No such differences were found in case of the native language. The results suggest that children take the conventionality of behavior into account in forming representations about a person, and they generalize to other qualities of the person based on this information. 相似文献
16.
Are sound abatement measures necessary in the cytology reading room? A study of auditory distraction
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Objective
Listening to music and other auditory material during microscopy work is common practice among cytologists. While many cytologists would claim several benefits of such activity, research in other fields suggests that it might adversely affect diagnostic performance. Using a cross‐modal distraction paradigm, the aim of the present study was to investigate the effect of auditory stimulation on the visual interpretation of cell images.Methods
Following initial training, 34 participants undertook cell interpretation tests under four auditory conditions (liked music, disliked music, speech and silence) in a counterbalanced repeated‐measures study. Error rate, area under the receiver operating characteristic curve, criterion and response time were measured for each condition.Results
There was no significant effect of auditory stimulation on the accuracy or speed with which cell images were interpreted, mirroring the results of a previous visual distraction study.Conclusion
To the extent that the experiment reflects clinical practice, listening to music or other forms of auditory material whilst undertaking microscopy duties is unlikely to be a source of distraction in the cytopathology reading room. From a cognitive perspective, the results are consistent with the notion that high focal‐task engagement may have blocked any attentional capture the sound may otherwise have produced. 相似文献17.
Background
Recent studies suggest that human auditory perception follows a prolonged developmental trajectory, sometimes continuing well into adolescence. Whereas both sensory and cognitive accounts have been proposed, the development of the ability to base current perceptual decisions on prior information, an ability that strongly benefits adult perception, has not been directly explored. Here we ask whether the auditory frequency discrimination of preschool children also improves when given the opportunity to use previously presented standard stimuli as perceptual anchors, and whether the magnitude of this anchoring effect undergoes developmental changes.Methodology/Principal Findings
Frequency discrimination was tested using two adaptive same/different protocols. In one protocol (with-reference), a repeated 1-kHz standard tone was presented repeatedly across trials. In the other (no-reference), no such repetitions occurred. Verbal memory and early reading skills were also evaluated to determine if the pattern of correlations between frequency discrimination, memory and literacy is similar to that previously reported in older children and adults. Preschool children were significantly more sensitive in the with-reference than in the no-reference condition, but the magnitude of this anchoring effect was smaller than that observed in adults. The pattern of correlations among discrimination thresholds, memory and literacy replicated previous reports in older children.Conclusions/Significance
The processes allowing the use of context to form perceptual anchors are already functional among preschool children, albeit to a lesser extent than in adults. Nevertheless, immature anchoring cannot fully account for the poorer frequency discrimination abilities of young children. That anchoring is present among the majority of typically developing preschool children suggests that the anchoring deficits observed among individuals with dyslexia represent a true deficit rather than a developmental delay. 相似文献18.
Dorothy V. M. Bishop Kate Nation Karalyn Patterson 《Philosophical transactions of the Royal Society of London. Series B, Biological sciences》2014,369(1634)
Acquired disorders of language represent loss of previously acquired skills, usually with relatively specific impairments. In children with developmental disorders of language, we may also see selective impairment in some skills; but in this case, the acquisition of language or literacy is affected from the outset. Because systems for processing spoken and written language change as they develop, we should beware of drawing too close a parallel between developmental and acquired disorders. Nevertheless, comparisons between the two may yield new insights. A key feature of connectionist models simulating acquired disorders is the interaction of components of language processing with each other and with other cognitive domains. This kind of model might help make sense of patterns of comorbidity in developmental disorders. Meanwhile, the study of developmental disorders emphasizes learning and change in underlying representations, allowing us to study how heterogeneity in cognitive profile may relate not just to neurobiology but also to experience. Children with persistent language difficulties pose challenges both to our efforts at intervention and to theories of learning of written and spoken language. Future attention to learning in individuals with developmental and acquired disorders could be of both theoretical and applied value. 相似文献
19.
Here we present the data concerning the intellectual, language, and frontal performances of 24 children who have undergone
surgery because of cerebellar hemisphere or vermis tumors and one girl with viral cerebellitis. The children with right cerebellar
tumors presented auditory sequential memory and language processing disturbances; those with left cerebellar tumors showed
deficits in spatial tests and visual sequential memory. The girl with cerebellitis showed a complex neuropsychological picture
with impairment in processing language and general sequential functions. Lesions of the vermis lead to two pictures: (1) a
postsurgical mutism that could be subdivided into speech disorders (even to the extent of anarthria) and true language disturbances
similar to frontal aphasia and (2) behavioral disturbances ranging from irritability to a truly autistic response. These data
seem to support the recently attributed role of the cerebellum as a modulator of the superior mental and social functions. 相似文献
20.
Here are present the data concerning the intellectual, language and frontal performances of 24 children who had undergone surgery because of cerebellar hemispheric or vermis tumors and one girl with viral cerebellitis. The children with right cerebellar tumors presented auditory sequential memory and language processing disturbances; those with left cerebellar tumors showed deficits in spatial tests and visual sequential memory. The girl with cerebellitis showed a complex neuropsychological picture with impairment in processing language and in general sequential functions. Lesions of the vermis lead to two pictures: 1) a postsurgical mutism that could be subdivided into speech disorders (even to the extent of anarthria) and true language disturbances similar to frontal aphasia; and 2) behavioral disturbances ranging from irritability to a truly autistic response. These data seem to support the recently attributed role of the cerebellum as a modulator of the superior mental and social functions. 相似文献