Background Speech Disrupts Working Memory Span in 5-Year-Old Children

Grieco-Calub, Tina M.; Collins, Maya Simone; Snyder, Hillary E.; Ward, Kristina M.

doi:10.1097/aud.0000000000000636

Cited by 5 publications

(3 citation statements)

References 61 publications

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“…For the main task, LSS scores were distributed across the full range, including scores of 0 and every possible score from 2 to 7 (overall mean, 4.1); it was not possible to achieve an LSS of 1. Means by age group are presented in Table 1, along with scores from Roman et al (2014), Swayze and Dexter (2018), Grieco‐Calub et al (2019), and Jusienė et al (2020). Despite some variation, the results overall accord between the various studies, with scores increasing with child age.…”

Section: Resultsmentioning

confidence: 99%

“…the trial with the longest set size does not need to be the last trial). This task has been successfully adapted with more compact equipment, including laminated pictures of stuffed toys (Swayze & Dexter, 2018) or small animal figurines (Grieco‐Calub, Collins, Snyder, & Ward, 2019; Jusienė, Rakickienė, Breidokienė, & Laurinaitytė, 2020) instead of the original stuffed toys.…”

Section: Introductionmentioning

confidence: 99%

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Adaptation of the Missing Scan Task to a touchscreen format for assessing working memory capacity in children

Renner

Somai

Stigchel³

et al. 2021

Infant and Child Development

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Assessing children's working memory capacity (WMC) can be challenging for a variety of reasons, including the rapid increase in WMC across early childhood. Here, we developed and piloted an adapted WMC task, which involved minimal equipment, could be performed rapidly, and did not rely on verbal production ability (to facilitate the use of the task with younger children). In our adaptation, we portrayed the events of the object-based Missing Scan Task (creatures hiding in and emerging from a house) in a touchscreen format. In the full experiment, 67 participants aged 23 to 90 months achieved the longest set size (LSS) scores that were distributed across the full range of possible scores. A comparison of these scores with those obtained using object-based formats indicated general agreement between the versions of the task. Scores were found to increase with child age. We propose this (freely available) touchscreen adaptation as a suitable WMC task for use with children aged 2 to 7 years.

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Section: Resultsmentioning

confidence: 99%

Section: Introductionmentioning

confidence: 99%

Adaptation of the Missing Scan Task to a touchscreen format for assessing working memory capacity in children

Renner

Somai

Stigchel³

et al. 2021

Infant and Child Development

View full text Add to dashboard Cite

show abstract

“…In addition to these auditory mechanisms, higher-level processes-such as receptive language or working memory (WM)-may affect children's ability to hear in competing noise or speech maskers. Most of this work has been examining the role of higher-level processes for sentence recognition tasks, yet results are inconsistent across studies (e.g., Eisenberg et al 2000;Caldwell & Nittrouer 2013;Sullivan et al 2015;McCreery et al 2017McCreery et al , 2020Magimairaj et al 2018;Grieco-Calub et al 2019). Because results are different across the studies it suggests that these higher-level processes may be dependent on the task, stimuli, and/or age of the children being evaluated.…”

Section: Introductionmentioning

confidence: 99%

Development of Masked Speech Detection Thresholds in 2- to 15-year-old Children: Speech-Shaped Noise and Two-Talker Speech Maskers

et al. 2021

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Quantifying the Effects of Background Speech Babble on Preschool Children's Novel Word Learning in a Multisession Paradigm: A Preliminary Study

Avivi-Reich

Roberts

Grieco-Calub

2020

J Speech Lang Hear Res

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Purpose This study tested the effects of background speech babble on novel word learning in preschool children with a multisession paradigm. Method Eight 3-year-old children were exposed to a total of 8 novel word–object pairs across 2 story books presented digitally. Each story contained 4 novel consonant–vowel–consonant nonwords. Children were exposed to both stories, one in quiet and one in the presence of 4-talker babble presented at 0-dB signal-to-noise ratio. After each story, children's learning was tested with a referent selection task and a verbal recall (naming) task. Children were exposed to and tested on the novel word–object pairs on 5 separate days within a 2-week span. Results A significant main effect of session was found for both referent selection and verbal recall. There was also a significant main effect of exposure condition on referent selection performance, with more referents correctly selected for word–object pairs that were presented in quiet compared to pairs presented in speech babble. Finally, children's verbal recall of novel words was statistically better than baseline performance (i.e., 0%) on Sessions 3–5 for words exposed in quiet, but only on Session 5 for words exposed in speech babble. Conclusions These findings suggest that background speech babble at 0-dB signal-to-noise ratio disrupts novel word learning in preschool-age children. As a result, children may need more time and more exposures of a novel word before they can recognize or verbally recall it.

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Background Speech Disrupts Working Memory Span in 5-Year-Old Children

Abstract: Background speech, but not speech-shaped noise, disrupted working memory span in 5-year-old children. These results support the idea that background speech engages domain-general cognitive processes used during the recall of known objects in a way that speech-shaped noise does not.

Cited by 5 publications

References 61 publications

Adaptation of the Missing Scan Task to a touchscreen format for assessing working memory capacity in children

Adaptation of the Missing Scan Task to a touchscreen format for assessing working memory capacity in children

Development of Masked Speech Detection Thresholds in 2- to 15-year-old Children: Speech-Shaped Noise and Two-Talker Speech Maskers

Quantifying the Effects of Background Speech Babble on Preschool Children's Novel Word Learning in a Multisession Paradigm: A Preliminary Study

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