Reading comprehension in quiet and in noise : Effects on immediate and delayed recall in relation to tinnitus and high-frequency hearing thresholds

Background: A common complaint by people with tinnitus is that they experience that the tinnitus causes attention and concentration problems. Previous studies have examined how tinnitus influences cognitive performance on short and intensive cognitive tasks but without proper control of hearing status. Purpose: To examine the impact tinnitus and high-frequency hearing thresholds have on reading comprehension in quiet and in background noise. Research Design: A between-group design with matched control participants. Study Sample: One group of participants with tinnitus (n 5 20) and an age and gender matched control group without tinnitus (n 5 20) participated. Both groups had normal hearing thresholds (20 dB HL at frequencies 0.125 to 8 kHz). Data Collection and Analysis: Measurements were made assessing hearing thresholds and immediate and delayed recall using a reading comprehension test in quiet and in noise. All participants completed the Swedish version of the Hospital Anxiety and Depression Scale, and participants with tinnitus also completed the Tinnitus Questionnaire. Results: The groups did not differ in immediate nor delayed recall. Accounting for the effect of age, a significant positive correlation was found between best ear high-frequency pure tone average (HF-PTA; 10000, 12500, and 14000 Hz) and the difference score between immediate and delayed recall in noise. Conclusions: Tinnitus seems to have no effect on immediate and delayed recall in quiet or in background noise when hearing status is controlled for. The detrimental effect of background noise on the processes utilized for efficient encoding into long-term memory is larger in participants with better HF-PTA. More specifically, when reading in noise, participants with better HF-PTA seem to recall less information than participants with poorer HF-PTA

Parental comparison of the prosodic and paralinguistic ability of children with cochlear implants and their normal hearing siblings

The everyday communication of children is commonly observed by their parents. This paper examines the responses of parents (n = 18) who had both a Cochlear Implant (CI) and a Normal Hearing (NH) child. Through an online questionnaire, parents rated the ability of their children on a gamut of speech communication competencies encountered in everyday settings. Comparative parental ratings of the CI children were significantly poorer than those of their NH siblings in speaker recognition, happy and sad emotion, and question versus statement identification. Parents also reported that they changed the vocal effort and the enunciation of their speech when they addressed their CI child and that their CI child consistently responded when their name was called in normal, but not in noisy backgrounds. Demographic factors were not found to be linked to the parental impressions. Published Open Access with Taylor & Franci

Perceived listening effort in children with hearing loss : listening to a dysphonic voice in quiet and in noise

Aim: The present study investigates the effect of signal degradation on perceived listening effort in children with hearing loss listening in a simulated class-room context. It also examines the associations between perceived listening effort, passage comprehension performance and executive functioning. Methods: Twenty-four children (aged 06:03–13:00 years) with hearing impairment using cochlear implant (CI) and/or hearing aids (HA) participated. The children made ratings of perceived listening effort after completing an auditory passage comprehension task. All children performed the task in four different listening conditions: listening to a typical (i.e. normal) voice in quiet, to a dysphonic voice in quiet, to a typical voice in background noise and to a dysphonic voice in background noise. In addition, the children completed a task assessing executive function. Results: Both voice quality and background noise increased perceived listening effort in children with CI/HA, but no interaction with executive function was seen. Conclusion: Since increased listening effort seems to be a consequence of increased cognitive resource spending, it is likely that less resources will be available for these children not only to comprehend but also to learn in challenging listening environments such as classrooms

The impact of tinnitus on working memory capacity

Objective: To determine if tinnitus was related to working memory (WM) in adults and if tinnitus handicap was related to WM in adults with tinnitus.Design: Two groups, cross-sectional design.Study samples: 76 adults forming a tinnitus group (n = 38) and a control group (n = 38). Each group included 19 adults with normal hearing and 19 adults with hearing loss matched for age, sex and educational backgrounds. All participants completed the visual\ua0n-back test; pure tone audiometry (0.125–16 kHz); and the Hospital Anxiety and Depression Scale (HADS). Tinnitus sufferers also completed the Tinnitus Handicap Inventory (THI).Results: For all participants, tinnitus was not related to WM scores when corrected for hearing thresholds, anxiety, and depression. The corrections for best ear high-frequency pure-tone average hearing threshold (BEHFPTA: 10, 12.5, 14 and 16 kHz) were significant. For tinnitus sufferers, THI was related to WM scores in the easiest\ua0n-back condition, and BEHFPTA was related to WM scores in the easiest and the hardest\ua0n-back condition.Conclusion: Tinnitus was not related to WM scores. Tinnitus handicap was related to some WM scores in tinnitus sufferers. Further investigation of the possible relationship between high-frequency hearing and WM is warranted

Can the lateralized readiness potential detect suppressed manual responses to pure tones?

Background: Willfully not responding to auditory stimuli hampers accurate behavioral measurements. An objective measure of covert manual suppression recorded during response tasks may be useful to assess the veracity of responses to stimuli. Purpose: To investigate whether the lateralized readiness potential (LRP), an electrophysiological measure of corticomotor response and suppression, may be of use in determining when participants hear but do not respond to pure tones. Research Design: Within-subject repeated measures with a Go–NoGo paradigm. Study Sample: Five males and five females (mean age 5 38.8 years, standard deviation 5 8.8) underwent electrophysiology testing. All had normal hearing, except one. Intervention: Participants were tested in a condition where they consistently responded to tonal stimuli, and in a condition where intensity cued whether they should respond or not. Scalp-recorded cortical potentials and behavioral responses were recorded, along with a question that probed the perceived effort required to suppress responses to the stimuli. Data Collection and Analysis: Electrophysiology data were processed with independent component analysis and epoch-based artifact rejection. Averaged group and individual LRPs were calculated. Results: Group averaged waveforms show that suppressed responses, cued by NoGo stimuli, diverge positively at approximately 300 msec poststimulus, when compared with performed (Go) responses. LRPs were comparable when Go responses were recorded in a separate condition in which participants responded to all stimuli, and when Go and NoGo trials were included in the same condition. The LRP was not observed in one participant. Conclusions: Subsequent to further investigation, the LRP may prove suitable in assessing the suppression of responses to audiometric stimuli, and, thereby, useful in cases where functional hearing loss is suspected

Increasing cognitive interference modulates the amplitude of the auditory brainstem response

Despite the presence of efferent neural pathways from the cortex to brainstem, evidence for cognitive inhibition and sensory gating on the auditory brainstem has been mixed. Some previous studies have suggested auditory brainstem responses (ABR) can be affected by cognitive load whereas others have not.The present study explores if the ABR recorded from adults with normal hearing was affected by increased cognitive load involving cognitive interference.Within-subject repeated measures.Twenty young adults with normal hearing (ten females and ten males, aged 21-26 yr).ABRs were collected with and without cognitive load (a visual Stroop task). Two measures of cognitive interference, that is, the ability to suppress task-irrelevant input, were derived from the performance on the Stroop task.No main effect of cognitive load on ABR wave V amplitudes was found. Participants with higher cognitive interference showed increased response times and larger decreases in ABR wave V amplitudes from the no cognitive load to cognitive load conditions.The present study showed that ABR wave V amplitudes did not change with increased overall cognitive load (cognitive load with and without cognitive interference), but ABR amplitude was related to cognitive interference. Increased cognitive load in the form of increased cognitive interference could trigger cognitive inhibition and/or sensory gating to suppress the processing of task-irrelevant information at the level of the brainstem. This suppression could present as reduced ABR wave V amplitudes

A pilot study on the relationship between primary-school teachers’ well-being and the acoustics of their classrooms

Although teachers’ well-being and vocal health are affected by noise, research on classroom sound environment from the teachers’ perspective is scarce. This study investigated the relationship between teachers’ well-being and classroom acoustics. The possible influence of teachers’ age, experience, teaching grade and class size on the relationship was also investigated. In this study, well-being refers to self-reported vocal health, stress, burnout and self-efficacy. Twenty-three primary-school teachers answered questionnaires on well-being. In each teacher’s classroom, the acoustical properties were measured with the variables reverberation time, clarity of speech (C50) and ventilation system noise (VSN). A series of non-parametric correlations were run to determine the relationship between teachers’ well-being and classroom acoustics. Initially, there was a significant bivariate correlation between burnout and VSN, as well as voice symptoms correlated with VSN and teaching grade. Although the results became not significant after correction for multiple tests, the findings indicate that higher degree of burnout is associated with higher levels of VSN in classrooms, and voice symptoms increase with higher VSN. Teachers working in lower grades had more voice symptoms than those working in higher grades. © 2020 by the authors. Licensee MDPI, Basel, Switzerland

Hearing thresholds and cognitive flexibility in young healthy individuals with normal hearing

Objective: Pure tone audiometry may seem to be a relatively easy task for the participant but it may involve cognitive as well as sensory abilities. The aim of this study is to examine the relationship between hearing thresholds in the frequency range 0.125–8 kHz and the core executive function cognitive flexibility in healthy individuals with normal hearing. Design: Experimental study measuring correlations between different pure-tone hearing threshold measures and cognitive flexibility. Pure tone air conduction audiometry (frequencies 0.125–8.0 kHz) and two tests of cognitive flexibility (information updating and shifting ability) were conducted. Study sample: Seventy-two subjects (aged between 21 and 36) with normal hearing (<20 dB HL) for the tested frequencies. Results: Four measures of average pure tone hearing thresholds were negatively correlated with cognitive flexibility. Conclusions: Pure-tone air conduction hearing thresholds seem to be related to cognitive flexibility in healthy individuals with normal hearing