Auditory Processing Performance of the Middle-Aged and Elderly: Auditory or Cognitive Decline?

BACKGROUND: Despite the well-established relationship between aging and auditory processing decline, identifying the extent to which age effect is the main factor on auditory processing performance remains a great challenge due to the co-occurrence of age-related hearing loss and age-related cognitive decline as potential confounding factors. PURPOSE: To investigate the effects of age-related hearing loss and working memory on the clinical evaluation of auditory processing of middle-aged and elderly. RESEARCH DESIGN: Cross-sectional study. STUDY SAMPLE: A total of 77 adults between 50 and 70 yr of age were invited to participate in the study. DATA COLLECTION AND ANALYSIS: The participants were recruited from a larger study that focused on the assessment and management of sensory and cognitive skills in elderly participants. Only participants with normal hearing or mild-to-moderate age-related hearing loss, with no evidence of cognitive, psychological, or neurological conditions were included. Speech-in-noise, dichotic digit, and frequency pattern tests were conducted as well as a working memory test. The hearing loss effect was investigated using an audibility index, calculated from the audiometric threshold. The performance on the digit span test was used to investigate working memory effects. Both hearing loss and working memory effects were investigated via correlation and regression analyses, partialling out age effects. The significance level was set at p < 0.05. RESULTS: The results demonstrated that, while hearing loss was associated to the speech-in-noise performance, working memory was associated to the frequency pattern and dichotic digit performances. Regression analyses confirmed the relative contribution of hearing loss to the variance in speech-in-noise and working memory test to the variance in frequency pattern and dichotic digit test performance. CONCLUSIONS: The performance decline of the elderly in auditory processing tests may be partially attributable to the working memory performance and, consequently, to the cognitive decline exhibited by this population. Mild-to-moderate hearing loss seems to affect performance on specific auditory processing tasks, such as speech in noise, reinforcing the idea that auditory processing disorder in the elderly might also be associated to auditory peripheral deficits

Generalization of auditory sensory and cognitive learning in typically developing children

Despite the well-established involvement of both sensory (“bottom-up”) and cognitive (“top-down”) processes in literacy, the extent to which auditory or cognitive (memory or attention) learning transfers to phonological and reading skills remains unclear. Most research has demonstrated learning of the trained task or even learning transfer to a closely related task. However, few studies have reported “far-transfer” to a different domain, such as the improvement of phonological and reading skills following auditory or cognitive training. This study assessed the effectiveness of auditory, memory or attention training on far-transfer measures involving phonological and reading skills in typically developing children. Mid-transfer was also assessed through untrained auditory, attention and memory tasks. Sixty 5- to 8-year-old children with normal hearing were quasi-randomly assigned to one of five training groups: attention group (AG), memory group (MG), auditory sensory group (SG), placebo group (PG; drawing, painting), and a control, untrained group (CG). Compliance, mid-transfer and far-transfer measures were evaluated before and after training. All trained groups received 12 x 45-min training sessions over 12 weeks. The CG did not receive any intervention. All trained groups, especially older children, exhibited significant learning of the trained task. On pre- to post-training measures (test-retest), most groups exhibited improvements on most tasks. There was significant mid-transfer for a visual digit span task, with highest span in the MG, relative to other groups. These results show that both sensory and cognitive (memory or attention) training can lead to learning in the trained task and to mid-transfer learning on a task (visual digit span) within the same domain as the trained tasks. However, learning did not transfer to measures of language (reading and phonological awareness), as the PG and CG improved as much as the other trained groups. Further research is required to investigate the effects of various stimuli and lengths of training on the generalization of sensory and cognitive learning to literacy skills

The Role of Phonological, Auditory Sensory and Cognitive Skills on Word Reading Acquisition: A Cross-Linguistic Study

Despite considerable evidence regarding the influence of orthography on reading processing, the impact of orthographic depth on reading predictors remains unclear. In addition, it also remains unknown the role of the orthography in the influence of auditory temporal processing and attention skills on word reading skills. The current study investigates the word reading predictors in a group of British and Brazilian children with typical development considering phonological, auditory sensory, short-term memory, and sustained attention skills. Rhyme and Alliteration skills predicted word reading in both groups; however, the correlation in the British group was more robust. Short-term memory was also correlated with reading in both groups; however, it was a significant word reading predictor only in the British group. The auditory sensory was not directly correlated with word reading in either group; however, it was involved with Rhyme and Alliteration performance only in the British group. Those results were discussed considering the complexity of the phonological structure and opaque orthography in English when compared to Portuguese, which indicates that the less transparent the orthography, the higher the importance of factors such as phonological awareness, short-term memory, and to some extent, auditory sensory processing skills on word reading acquisition. Those results emphasize the need to consider orthography and phonological features of a particular language when developing a reading assessment and treatments