Working Memory and Auditory Processing in School-Age Children

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 proce...

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Published inLanguage, speech & hearing services in schools Vol. 49; no. 3; pp. 409 - 423
Main Authors Magimairaj, Beula M, Nagaraj, Naveen K
Format Journal Article
LanguageEnglish
Published United States American Speech-Language-Hearing Association 01.07.2018
Subjects
Attention
Audiology
Auditory Discrimination
Auditory Perception
Auditory Perceptual Disorders - diagnosis
Auditory Perceptual Disorders - psychology
Auditory processing
Auditory processing disorder
Central auditory processing
Child
Children
Children & youth
Cognition
Cognitive ability
Cognitive Science
Cognitive Tests
Comparative Analysis
Concept formation
Correlation
Elementary school students
Evidence
Female
Guidelines
Hearing
Hearing (Physiology)
Hearing loss
Humans
Language
Language Processing
Linguistic research
Listening comprehension
Male
Memory
Memory, Short-Term
Psycholinguistics
Psychological aspects
Psychological research
Scientific Research
Short Term Memory
Speech Language Pathology
Speech Therapy
Test Results
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Summary: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.
Bibliography:ObjectType-Article-1
SourceType-Scholarly Journals-1
ObjectType-Feature-2
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ISSN:0161-1461
1558-9129
DOI:10.1044/2018_LSHSS-17-0099