Age related changes in auditory processes in children aged 6 to 10 years

Yathiraj, Asha; Vanaja, C. S.

doi:10.1016/j.ijporl.2015.05.018

Cited by 30 publications

(22 citation statements)

References 26 publications

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“…This indicated that the performance on separation/closure, integration and temporal patterning did not change in children aged 7-9 yr. This finding of the current study is in accordance with that of Yathiraj et al (2012). Their participants aged 6-10 years also demonstrated no significant difference in performance between the ages of 7 and 8; 11 yr.…”

Section: Discussionsupporting

confidence: 92%

“…The finding of the present study where the double correct auditory scores were significantly lower than the single correct scores concurs with that reported in literature (Speaks et al, 1982;Yathiraj et al, 2012). Additionally, the present study also found that this trend of the double correct scores being poorer than the single correct was seen in the visual as well as the auditory-visual conditions.…”

Section: Effect Of Laterality/type Of Scoresupporting

confidence: 93%

“…For SPIN-IE, no difference was observed across the two sides for the auditory and the auditory-visual conditions. This lack of ear difference for a speech and noise task has also been reported by Yathiraj et al (2012). Earlier, Kimura (1961) reported that monaural presentation of auditory stimuli or rapid presentation of the auditory stimuli to both ears alternately does not result in any ear preferences or dominance.…”

Section: Effect Of Laterality/type Of Scoresupporting

confidence: 76%

“…From the findings of the present study and that of Yathiraj et al (2012) and Dawes and Bishop (2008), it can be seen that maturation of auditory processes are non-linear with no change in performance occurring between the ages of 7-8 yr. Additionally, the results of the current study indicate that a trend, similar to that seen in the auditory mechanism, occurs when stimuli are presented visually as well as auditory-visually.…”

Section: Discussionsupporting

confidence: 48%

“…The lack of difference between the single correct scores for the two ears when auditory stimuli were provided indicate that even by 8-9 yr of age, auditory maturation has not developed to result in an asymmetry. Similarly, Yathiraj et al (2012) reported that asymmetry seen in children aged 10 yr was not present in younger children evaluated by them. Likewise, reported of a right ear advantage in older children (mean age 12.6 yr with SD of 2.17).…”

Section: Effect Of Laterality/type Of Scorementioning

confidence: 88%

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Auditory, visual, and auditory-visual processing performance in typically developing children: Modality independence versus dependence

Pillai¹,

Yathiraj²

2015

The Journal of the Acoustical Society of America

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The study was carried out to determine whether cross-modal interactions occur during processing of auditory and/or visual signals that require separation/closure, integration, and duration pattern perception in typically developing children. Thirty typically developing children were evaluated on three auditory processing tests (speech-in-noise test in Indian-English, dichotic-consonant vowel test, and duration pattern test) that tapped separation/closure, integration and duration pattern perception. The children were also evaluated on the visual and auditory-visual analogues of the auditory tests. Differences in modality were found in each of the processes that were tested. The performance when the auditory and visual modalities were tested simultaneously was significantly higher than the auditory or visual modality for tests that involved separation/closure and integration. In contrast, scores on the analogous auditory-visual duration pattern test were significantly higher than the auditory test but not the visual analogous test. Further, the scores of the auditory modality were significantly poorer than the visual modality for separation/closure and duration patterning but not for integration. Findings of the study indicate that performance on higher level processing varies depending on the modality that is assessed and supports the presence of cross-modality interactions.

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Section: Discussionsupporting

confidence: 92%

Section: Effect Of Laterality/type Of Scoresupporting

confidence: 93%

Section: Effect Of Laterality/type Of Scoresupporting

confidence: 76%

Section: Discussionsupporting

confidence: 48%

Section: Effect Of Laterality/type Of Scorementioning

confidence: 88%

See 3 more Smart Citations

Auditory, visual, and auditory-visual processing performance in typically developing children: Modality independence versus dependence

Pillai¹,

Yathiraj²

2015

The Journal of the Acoustical Society of America

Self Cite

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Association of Slight to Mild Hearing Loss With Behavioral Problems and School Performance in Children

Clercq

Labuschagne

Franken

et al. 2020

JAMA Otolaryngol Head Neck Surg

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IMPORTANCE Children with severe hearing loss are known to have more behavioral problems and may perform worse at school than children without. Few large-scale studies of slight to mild hearing loss are available.OBJECTIVE To examine the relevance of slight to mild hearing loss by studying its association with behavioral problems and school performance. DESIGN, SETTING, AND PARTICIPANTS This cross-sectional study was performed within an ongoing prospective birth cohort study in Rotterdam, the Netherlands. Participants were part of a population-based sample of children. Between ages 9 and 11 years, 5355 children underwent audiometric and behavioral evaluations. Children were excluded if they had missing data for either audiometry or both outcomes. Data were collected from April 2012 through October 2015. Data were analyzed from March to June 2018. EXPOSURES Audiometric evaluation included pure-tone audiometry tests and speech-in-noise testing.MAIN OUTCOMES AND MEASURES Child behavior was rated by the primary caregiver using the Child Behavior Checklist at ages 9 to 11 years (n = 4471). School performance was measured with a standardized test at age 12 years (n = 2399). RESULTSThe final sample included 4779 participants who were a mean (SD) age of 9.8 (0.3) years. The sample had nearly equal distribution between boys (n = 2200; 49.2%) and girls (n = 2271; 50.8%). Associations of hearing thresholds with behavioral problems differed between boys and girls. Among boys, higher pure-tone hearing thresholds at low frequencies were associated with higher total problem, social problem, and attention problem scores (total problems for the better-hearing ear: β = 0.01; 95% CI, 0-0.02). Higher speech reception thresholds were associated with higher attention problem scores among girls (β = 0.04; 95% CI, 0-0.08). Higher speech reception thresholds were associated with poorer school performance scores for both boys and girls (β = −0.06; 95% CI, −0.10 to −0.02). CONCLUSIONS AND RELEVANCEHigher hearing thresholds during pure-tone audiometric and speech-in-noise testing were associated with higher behavioral problem scores and poorer school performance. This supports the relevance of slight to mild hearing loss with these outcomes in school-aged children.

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Sound-localisation performance in patients with congenital unilateral microtia and atresia fitted with an active middle ear implant

Zhao

Liu

Yang

et al. 2020

Eur Arch Otorhinolaryngol

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Age related changes in auditory processes in children aged 6 to 10 years

Cited by 30 publications

References 26 publications

Auditory, visual, and auditory-visual processing performance in typically developing children: Modality independence versus dependence

Auditory, visual, and auditory-visual processing performance in typically developing children: Modality independence versus dependence

Association of Slight to Mild Hearing Loss With Behavioral Problems and School Performance in Children

Sound-localisation performance in patients with congenital unilateral microtia and atresia fitted with an active middle ear implant

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