Working Memory and Auditory Processing in School-Age Children

Abstract

In conclusion, we describe a new framework for understanding auditory processing abilities in children based on integrated evidence from cognitive science, hearing science, and language science. We also discuss clinical implications in children that could inform future research.

Are “Dichotic” Deficits Uniquely Dichotic? Investigating Dichotic Performance with the Dichotic Digits Difference Test (DDdT) in a Large Clinical Population of Children Referred for an Auditory Processing Assessment

“…Furthermore, clinicians should be mindful of the impact of cognitive factors on dichotic tests. The hierarchical, decision tree, assessment structure recommended by Magimairaja and Nagaraj (2018) and applied clinically in Cameron et al (2015) is an added safeguard to ensure children who have issues such as memory scores outside normal limits are referred to the appropriate professional for further assessment and management and not erroneously diagnosed with an auditory processing disorder. Unfortunately, requiring memory ability to be within normal limits is not sufficient: The correlations between memory scores and dichotic perception reported here occurred despite almost all the memory scores being within the normal range (22 , z , 2).…”

“…A lthough the makeup of auditory processing test batteries varies widely from clinic to clinic, one of the most common types of tests used is the dichotic listening test (Martin et al, 2007;Schmithorst et al, 2013;Weihing and Atcherson, 2014;Fischer et al, 2017;Kelley and Littenberg, 2018;Magimairaja and Nagaraj, 2018). The dichotic digits tests have been reported to be a sensitive measure for detecting cortex and brain stem lesions (Musiek, 1983;Hurley and Musiek, 1997).…”

“…interpretation of dichotic test results does not appear to provide a clear diagnostic structure, other than a general problem selectively attending to and recalling simultaneously presented stimuli'' (p. 165), and that this finding may suggest a need for both further cognitive assessment, and a relevant solution, for example, remediation through targeted cognitive training. Magimairaja and Nagaraj (2018) analyzed the literature concerning the relationships between working memory, attention, and auditory processing (including dichotic test performance). It was stated that attention, an integral component of working memory, is suggested to be primarily responsible for the strong association between working memory and complex cognitive task performance.…”

“…However, in respect to auditory processing ability, the authors noted that the direction of causality remains elusive and the influence of attention potentially varies depending on the nature and demands of the particular auditory processing task. In a discussion on the clinical implications arising from the literature review-which included Cameron et al (2016a,b)- Magimairaja and Nagaraj (2018) recommended that clinicians and researchers move toward the hierarchical assessment method detailed in Dillon et al (2012) and Cameron et al (2015). Effective integration of cognitivelinguistic factors in addition to the auditory processing assessment was stipulated.…”

“…For example, as detailed in the Cameron et al (2015) study of 666 children assessed for auditory processing by the Australian Hearing CAPD service, short-term and working memory is assessed before the commencement of any dichotic testing. Magimairaja and Nagaraj (2018) note that such a decision tree approach is not only time and cost-effective but also can lead to the determination of target areas that may benefit from intervention. The authors also recommend the use of auditory processing assessments like the DDdT that use differential test scores to minimize language and cognitive influences on test performance.…”