Affiliation:
1. Cognition and Language Lab, Communication Sciences and Disorders, University of Central Arkansas, Conway
2. Cognitive Hearing Science Lab, Audiology and Speech Pathology, University of Arkansas for Medical Sciences/University of Arkansas at Little Rock
Abstract
Purpose
Our goal is to present the relationships between working memory (WM) and auditory processing abilities in school-age children.
Review and Discussion
We begin with an overview of auditory processing, the conceptualization of auditory processing disorder, and the assessment of auditory processing abilities in children. Next, we describe a model of WM and a model of auditory processing followed by their comparison. Evidence for the relationships between WM and auditory processing abilities in school-age children follows. Specifically, we present evidence for the association (or lack thereof) between WM/attention and auditory processing test performance.
Clinical Implications
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.
Publisher
American Speech Language Hearing Association
Subject
Speech and Hearing,Linguistics and Language,Language and Linguistics
Reference126 articles.
1. Assessment of Children With Suspected Auditory Processing Disorder
2. Are individual differences in speech reception related to individual differences in cognitive ability? A survey of twenty experimental studies with normal and hearing-impaired adults
3. American Academy of Audiology. (2010). American Academy of Audiology clinical practice guidelines: Diagnosis treatment and management of children and adults with central auditory processing disorder. Retrieved from http://www.audiology.org/resources/documentlibrary/Documents/CAPDGuidelines 8-2010.pdf
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