Effect of Minimal Hearing Loss on Children's Ability to Multitask in Quiet and in Noise

Autor/inn/en	McFadden, Brittany; Pittman, Andrea
Titel	Effect of Minimal Hearing Loss on Children's Ability to Multitask in Quiet and in Noise
Quelle	In: Language, Speech, and Hearing Services in Schools, 39 (2008) 3, S.342-351 (10 Seiten) PDF als Volltext Verfügbarkeit
Sprache	englisch
Dokumenttyp	gedruckt; online; Zeitschriftenaufsatz
ISSN	0161-1461
DOI	10.1044/0161-1461(2008/032)
Schlagwörter	Partial Hearing; Children; Cognitive Processes; Acoustics + Suchen Sie Ihr Suchwort? Hörbehinderung; Child; Kind; Kinder; Cognitive process; Kognitiver Prozess; Akustik
Abstract	Purpose: The purpose of the present study was to examine the effect of minimal hearing loss (HL) on children's ability to perform simultaneous tasks in quiet and in noise. Method: Ten children with minimal HL and 11 children with normal hearing (NH) participated. Both groups ranged in age from 8 to 12 years. The children categorized common words (primary task) while completing dot-to-dot games (secondary task) in quiet as well as in noise presented at 0 dB and +6 dB signal-to-noise ratios (SNRs). It was hypothesized that the children's progression through the dot-to-dot games would slow as they encountered more difficult listening environments. This hypothesis was based on the theory that listeners have limited cognitive resources to allocate to any combination of tasks. Results: The dot rate of both groups decreased similarly in the multitasking conditions relative to baseline. However, no other differences between groups or listening conditions were revealed. Significantly poorer word categorization was observed for the children with minimal HL in noise. Conclusion: These data suggest that children with minimal HL may be unable to respond to a difficult listening task by drawing resources from other tasks to compensate. (As Provided).
Anmerkungen	American Speech-Language-Hearing Association (ASHA). 10801 Rockville Pike, Rockville, MD 20852. Tel: 800-638-8255; Fax: 301-571-0457; e-mail: subscribe@asha.org; Web site: http://lshss.asha.org/
Erfasst von	ERIC (Education Resources Information Center), Washington, DC
Update	2017/4/10