The Effect of Noise on the Relationship between Auditory Working Memory and Comprehension in School-Age Children

Autor/inn/en	Sullivan, Jessica R.; Osman, Homira; Schafer, Erin C.
Titel	The Effect of Noise on the Relationship between Auditory Working Memory and Comprehension in School-Age Children
Quelle	In: Journal of Speech, Language, and Hearing Research, 58 (2015) 3, S.1043-1051 (9 Seiten) PDF als Volltext Verfügbarkeit
Sprache	englisch
Dokumenttyp	gedruckt; online; Zeitschriftenaufsatz
ISSN	1092-4388
DOI	10.1044/2015_JSLHR-H-14-0204
Schlagwörter	Short Term Memory; Comprehension; Children; Acoustics; Auditory Perception; Vocabulary; Logical Thinking + Suchen Sie Ihr Suchwort? Kurzzeitgedächtnis; Verstehen; Verständnis; Child; Kind; Kinder; Akustik; Auditive Wahrnehmung; Akustische Wahrnehmung; Wortschatz
Abstract	Purpose: The objectives of the current study were to examine the effect of noise (-5 dB SNR) on auditory comprehension and to examine its relationship with working memory. It was hypothesized that noise has a negative impact on information processing, auditory working memory, and comprehension. Method: Children with normal hearing between the ages of 8 and 10 years were administered working memory and comprehension tasks in quiet and noise. The comprehension measure comprised 5 domains: main idea, details, reasoning, vocabulary, and understanding messages. Results: Performance on auditory working memory and comprehension tasks were significantly poorer in noise than in quiet. The reasoning, details, understanding, and vocabulary subtests were particularly affected in noise (p < 0.05). The relationship between auditory working memory and comprehension was stronger in noise than in quiet, suggesting an increased contribution of working memory. Conclusions: These data suggest that school-age children's auditory working memory and comprehension are negatively affected by noise. Performance on comprehension tasks in noise is strongly related to demands placed on working memory, supporting the theory that degrading listening conditions draws resources away from the primary task. (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://jslhr.asha.org
Erfasst von	ERIC (Education Resources Information Center), Washington, DC
Update	2020/1/01