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Association between top-down skills and auditory processing tests.

Cristina Ferraz Borges Murphy1, Renata La Torre1, Eliane Schochat2

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Top-down skills like memory and language significantly impact auditory processing test results in children. Performance on tests like Frequency Pattern and SSW (LE) is strongly linked to these cognitive abilities.

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Area of Science:

  • Neuroscience
  • Developmental Psychology
  • Audiology

Background:

  • Auditory processing tests are crucial for assessing hearing abilities.
  • The influence of top-down cognitive skills on these tests is not fully understood.
  • Understanding these influences is key for accurate diagnosis in children.

Purpose of the Study:

  • To investigate the association between memory, attention, and language skills in relation to auditory processing test performance.
  • To explore how cognitive functions might affect results in children with typical development.

Main Methods:

  • Twenty typically developing children aged 7-9 years participated.
  • Standard hearing and auditory processing assessments were used.
  • Psychophysical tests evaluated visual/auditory attention, memory (digits, syllables), and phonological awareness.

Main Results:

  • A very strong correlation was found between the Frequency Pattern Test and Memory for Digits.
  • Strong correlations emerged between the Speech-Sound Discrimination (SSW) test and memory for syllables, and phonemic tasks.

Conclusions:

  • The Frequency Pattern Test correlates strongly with phonological working memory.
  • The SSW test shows strong links to language and memory skills.
  • Interpreting auditory processing tests requires considering non-auditory factors like memory and language.