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Auditory Perception

Auditory Perception

The auditory system is essential for sound perception, utilizing various critical structures. When sound waves enter the outer ear, they travel through the ear canal and cause the eardrum to vibrate. These vibrations are then transmitted to the middle ear, where three tiny bones – the malleus, incus, and stapes – amplify the sound. This amplification is crucial, as it ensures that the sound vibrations are strong enough to be conveyed to the inner ear. These vibrations then reach the cochlea, a...

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Related Experiment Video

Updated: Jun 24, 2026

Testing Sensory and Multisensory Function in Children with Autism Spectrum Disorder

Testing Sensory and Multisensory Function in Children with Autism Spectrum Disorder

Published on: April 22, 2015

Correlations between reading, phonological awareness and auditory temporal processing.

Cristina Ferraz Borges Murphy¹, Eliane Schochat

¹Departamento de Fisioterapia, Faculdade de Medicina, Universidade de São Paulo. crist78@yahoo.com

Pro-Fono : Revista De Atualizacao Cientifica

|April 11, 2009

Summary

Children with dyslexia showed weaker reading and phonological skills. Auditory temporal processing deficits in dyslexia were not directly linked to reading or phonological abilities in this study.

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Infant Auditory Processing and Event-related Brain Oscillations

Infant Auditory Processing and Event-related Brain Oscillations

Published on: July 1, 2015

Area of Science:

Neuroscience
Developmental Psychology
Speech and Hearing Sciences

Background:

Auditory temporal processing is crucial for language development.
Difficulties in auditory temporal processing are often observed in children with dyslexia.
Understanding these links is key to improving reading interventions.

Purpose of the Study:

To investigate the relationship between reading acquisition, phonological awareness, and auditory temporal processing in Brazilian children with dyslexia.
To determine if auditory temporal processing deficits correlate with reading and phonological deficits in dyslexic children.

Main Methods:

Sixty children aged 9-12 years were evaluated.
Participants were divided into a dyslexia group (33 children) and a control group (27 children).
Assessments included tests for reading skills, phonological awareness, and auditory temporal processing.

Main Results:

Children with dyslexia performed significantly worse on all three tests compared to controls.
A significant correlation was found between reading skills and phonological awareness in both groups.
No significant correlation was found between auditory temporal processing and either reading or phonological awareness in the dyslexia group.

Conclusions:

Dyslexic children exhibit deficits in reading, phonological awareness, and auditory temporal processing.
The study did not find direct evidence linking auditory temporal processing deficits to phonological awareness or reading skills in children with dyslexia.
Further research is needed to clarify the complex interplay between these skills in dyslexia.