Auditory processing in children: Role of working memory and lexical ability in auditory closure
We examined the relationship between cognitive-linguistic mechanisms and auditory closure ability in children. Sixty-seven school-age children recognized isolated words and keywords in sentences that were interrupted at a rate of 2.5 Hz and 5 Hz. In essence, children were given only 50% of speech in...
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| description | We examined the relationship between cognitive-linguistic mechanisms and auditory closure ability in children. Sixty-seven school-age children recognized isolated words and keywords in sentences that were interrupted at a rate of 2.5 Hz and 5 Hz. In essence, children were given only 50% of speech information and asked to repeat the complete word or sentence. Children's working memory capacity (WMC), attention, lexical knowledge, and retrieval from long-term memory (LTM) abilities were also measured to model their role in auditory closure ability. Overall, recognition of monosyllabic words and lexically easy multisyllabic words was significantly better at 2.5 Hz interruption rate than 5 Hz. Recognition of lexically hard multisyllabic words and keywords in sentences was better at 5 Hz relative to 2.5 Hz. Based on the best fit generalized "logistic" linear mixed effects models, there was a significant interaction between WMC and lexical difficulty of words. WMC was positively related only to recognition of lexically easy words. Lexical knowledge was found to be crucial for recognition of words and sentences, regardless of interruption rate. In addition, LTM retrieval ability was significantly associated with sentence recognition. These results suggest that lexical knowledge and the ability to retrieve information from LTM is crucial for children's speech recognition in adverse listening situations. Study findings make a compelling case for the assessment and intervention of lexical knowledge and retrieval abilities in children with listening difficulties. |
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Sixty-seven school-age children recognized isolated words and keywords in sentences that were interrupted at a rate of 2.5 Hz and 5 Hz. In essence, children were given only 50% of speech information and asked to repeat the complete word or sentence. Children's working memory capacity (WMC), attention, lexical knowledge, and retrieval from long-term memory (LTM) abilities were also measured to model their role in auditory closure ability. Overall, recognition of monosyllabic words and lexically easy multisyllabic words was significantly better at 2.5 Hz interruption rate than 5 Hz. Recognition of lexically hard multisyllabic words and keywords in sentences was better at 5 Hz relative to 2.5 Hz. Based on the best fit generalized "logistic" linear mixed effects models, there was a significant interaction between WMC and lexical difficulty of words. WMC was positively related only to recognition of lexically easy words. Lexical knowledge was found to be crucial for recognition of words and sentences, regardless of interruption rate. In addition, LTM retrieval ability was significantly associated with sentence recognition. These results suggest that lexical knowledge and the ability to retrieve information from LTM is crucial for children's speech recognition in adverse listening situations. Study findings make a compelling case for the assessment and intervention of lexical knowledge and retrieval abilities in children with listening difficulties.</description><identifier>ISSN: 1932-6203</identifier><identifier>EISSN: 1932-6203</identifier><identifier>DOI: 10.1371/journal.pone.0240534</identifier><identifier>PMID: 33147602</identifier><language>eng</language><publisher>United States: Public Library of Science</publisher><subject>Age ; Auditory closure ; Auditory perception ; Auditory Perception - physiology ; Auditory processing ; Biology and Life Sciences ; Child ; Child psychology ; Children ; Cognition - physiology ; Cognitive ability ; Cognitive linguistics ; Deafness ; Disability ; Dyslexia ; Female ; Hearing ; Hearing - physiology ; Hearing loss ; Humans ; Information processing ; Information retrieval ; Keywords ; Language ; Language Development ; Language disorders ; Language Disorders - physiopathology ; Learning disabilities ; Linguistics ; Listening ; Long term memory ; Male ; Memory ; Memory, Short-Term - physiology ; Neighborhoods ; Noise ; People and Places ; Phonetics ; Phonology ; Psychological research ; Psychomotor Performance - physiology ; Sentences ; Short term memory ; Social Sciences ; Speech ; Speech - physiology ; Speech Disorders - physiopathology ; Speech Perception - physiology ; Speech recognition ; Vocabulary ; Word recognition ; Words (language)</subject><ispartof>PloS one, 2020-11, Vol.15 (11), p.e0240534-e0240534</ispartof><rights>COPYRIGHT 2020 Public Library of Science</rights><rights>2020 Nagaraj, Magimairaj. 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Sixty-seven school-age children recognized isolated words and keywords in sentences that were interrupted at a rate of 2.5 Hz and 5 Hz. In essence, children were given only 50% of speech information and asked to repeat the complete word or sentence. Children's working memory capacity (WMC), attention, lexical knowledge, and retrieval from long-term memory (LTM) abilities were also measured to model their role in auditory closure ability. Overall, recognition of monosyllabic words and lexically easy multisyllabic words was significantly better at 2.5 Hz interruption rate than 5 Hz. Recognition of lexically hard multisyllabic words and keywords in sentences was better at 5 Hz relative to 2.5 Hz. Based on the best fit generalized "logistic" linear mixed effects models, there was a significant interaction between WMC and lexical difficulty of words. WMC was positively related only to recognition of lexically easy words. Lexical knowledge was found to be crucial for recognition of words and sentences, regardless of interruption rate. In addition, LTM retrieval ability was significantly associated with sentence recognition. These results suggest that lexical knowledge and the ability to retrieve information from LTM is crucial for children's speech recognition in adverse listening situations. Study findings make a compelling case for the assessment and intervention of lexical knowledge and retrieval abilities in children with listening difficulties.</description><subject>Age</subject><subject>Auditory closure</subject><subject>Auditory perception</subject><subject>Auditory Perception - physiology</subject><subject>Auditory processing</subject><subject>Biology and Life Sciences</subject><subject>Child</subject><subject>Child psychology</subject><subject>Children</subject><subject>Cognition - physiology</subject><subject>Cognitive ability</subject><subject>Cognitive linguistics</subject><subject>Deafness</subject><subject>Disability</subject><subject>Dyslexia</subject><subject>Female</subject><subject>Hearing</subject><subject>Hearing - physiology</subject><subject>Hearing loss</subject><subject>Humans</subject><subject>Information processing</subject><subject>Information retrieval</subject><subject>Keywords</subject><subject>Language</subject><subject>Language Development</subject><subject>Language disorders</subject><subject>Language Disorders - 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Sixty-seven school-age children recognized isolated words and keywords in sentences that were interrupted at a rate of 2.5 Hz and 5 Hz. In essence, children were given only 50% of speech information and asked to repeat the complete word or sentence. Children's working memory capacity (WMC), attention, lexical knowledge, and retrieval from long-term memory (LTM) abilities were also measured to model their role in auditory closure ability. Overall, recognition of monosyllabic words and lexically easy multisyllabic words was significantly better at 2.5 Hz interruption rate than 5 Hz. Recognition of lexically hard multisyllabic words and keywords in sentences was better at 5 Hz relative to 2.5 Hz. Based on the best fit generalized "logistic" linear mixed effects models, there was a significant interaction between WMC and lexical difficulty of words. WMC was positively related only to recognition of lexically easy words. Lexical knowledge was found to be crucial for recognition of words and sentences, regardless of interruption rate. In addition, LTM retrieval ability was significantly associated with sentence recognition. These results suggest that lexical knowledge and the ability to retrieve information from LTM is crucial for children's speech recognition in adverse listening situations. Study findings make a compelling case for the assessment and intervention of lexical knowledge and retrieval abilities in children with listening difficulties.</abstract><cop>United States</cop><pub>Public Library of Science</pub><pmid>33147602</pmid><doi>10.1371/journal.pone.0240534</doi><tpages>e0240534</tpages><orcidid>https://orcid.org/0000-0002-7834-4335</orcidid><oa>free_for_read</oa></addata></record> |
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| subjects | Age Auditory closure Auditory perception Auditory Perception - physiology Auditory processing Biology and Life Sciences Child Child psychology Children Cognition - physiology Cognitive ability Cognitive linguistics Deafness Disability Dyslexia Female Hearing Hearing - physiology Hearing loss Humans Information processing Information retrieval Keywords Language Language Development Language disorders Language Disorders - physiopathology Learning disabilities Linguistics Listening Long term memory Male Memory Memory, Short-Term - physiology Neighborhoods Noise People and Places Phonetics Phonology Psychological research Psychomotor Performance - physiology Sentences Short term memory Social Sciences Speech Speech - physiology Speech Disorders - physiopathology Speech Perception - physiology Speech recognition Vocabulary Word recognition Words (language) |
| title | Auditory processing in children: Role of working memory and lexical ability in auditory closure |
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