![]() However, other aspects of binaural interaction, including binaural ( Moore et al., 1991 Pillsbury et al., 1991) and spatial ( Cameron and Dillon, 2007) release from masking have received substantial attention as contributors to LiD in adults and in children. Impaired interactions between the two ears have been proposed as an important component of LiD, based mainly on studies of DL, the simultaneous presentation of different acoustic signals to the two ears ( Broadbent, 1956 Kimura, 1961 Keith, 2009). For at least 40 years, children with these symptoms have, following further testing, been diagnosed by some audiologists as having an auditory processing disorder (APD), but that diagnosis has not gained universal acceptance ( Moore, 2018), so we will generally refer to the symptoms here by the more generic and non-diagnostic term LiD. For these children, a wide variety of symptoms are reported by caregivers ( American Academy of Audiology, 2010 Moore and Hunter, 2013) that may be summarized as difficulty responding to meaningful sounds while ignoring irrelevant sounds. In practice, a considerable number of children seen at audiology clinics who have LiD are, on further testing, found to have normal audiograms, the pure-tone detection, gold-standard measure of hearing ( Hind et al., 2011). By definition, therefore, children with LiD may have problems with thought, attention, or hearing. Listening is often considered to be the active counterpart of passive hearing “paying thoughtful attention to sound” ( Keith et al., 2019 after Merriam-Webster). Overall, the children with LiD had only subtle differences from TD children in the BDLT, and correspondingly minor changes in brain activation. Significant correlations between brain activity level and BDLT were found in several frontal and temporal locations for the TD but not for the LiD group. Neural activity associated with Speech, Phonetic, and Intelligibility sentence cues did not differ significantly between groups. ![]() Children with LiD had significantly larger mean LIs than TD children for stimuli with ILDs, especially those favoring the left ear. Laterality indices were small and tended to increase with age, as previously reported. However, a significant interaction was found between ear, group, and ILD. Neither group, age, nor report method affected the LI of right/left recall. Some activated areas were correlated with dichotic results in TD children only. fMRI measured brain activation produced by a receptive speech task that segregated speech, phonetic, and intelligibility components. Dichotic listening (DL) data were analyzed initially by group (LiD, TD), age, report method (NF, FR, FL), and ILD (0, ± 15 dB) and compared with speech-in-noise thresholds (LiSN-S) and cognitive performance (NIH Toolbox). Interaural level differences (ILDs) manipulated bottom-up perceptual salience. Children reported the syllable heard most clearly (non-forced, NF) or the syllable presented to the right or left ear. Different single syllables (ba, da, ga, pa, ta, ka) were presented simultaneously to each ear (6 × 36 trials). We examined the ability of 6–13 year old (y.o.) children with normal audiometric thresholds to identify and selectively attend to dichotically presented CV syllables using the Bergen Dichotic Listening Test (BDLT Children were recruited as typically developing (TD n = 39) or having LiD ( n = 35) based primarily on composite score of the ECLiPS caregiver report. Impaired interactions between the two ears have been proposed as an important component of LiD when there is no hearing loss, also known as auditory processing disorder (APD). Listening difficulties (LiD) are common in children with and without hearing loss. 9Department of Pediatrics, University of Cincinnati College of Medicine, Cincinnati, OH, United States.8Division of Neurology and Pediatric Neuroimaging Research Consortium, Cincinnati Children’s Hospital Medical Center, Cincinnati, OH, United States.7Division of Psychology and Language Sciences, University College London, London, United Kingdom.6Department of Radiology, Haukeland University Hospital, Bergen, Norway.5Department of Psychiatry, Haukeland University Hospital, Bergen, Norway.4Department of Biological and Medical Psychology, Faculty of Psychology, University of Bergen, Bergen, Norway.3Manchester Centre for Audiology and Deafness, University of Manchester, Manchester, United Kingdom.2Department of Otolaryngology, University of Cincinnati College of Medicine, Cincinnati, OH, United States.1Communication Sciences Research Center, Cincinnati Children’s Hospital Medical Center, Cincinnati, OH, United States.Stewart 1,7 Jennifer Vannest 1,8,9 Audrey J. Moore 1,2,3* Kenneth Hugdahl 4,5,6 Hannah J.
0 Comments
Leave a Reply. |
AuthorWrite something about yourself. No need to be fancy, just an overview. ArchivesCategories |