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The Auditory Ossicles01:11

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The auditory ossicles of the middle ear transmit sounds from the air as vibrations to the fluid-filled cochlea. The auditory ossicles consist of two malleus (hammer) bones, two incus (anvil) bones, and two stapes (stirrups), one on each side. These bones develop during the fetal stage and are the ones to ossify first. They are fully mature at birth and do not grow afterward.
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Auditory pathways constitute the complex neural circuits responsible for transmitting and interpreting auditory information from the peripheral auditory system to the brain. Sound waves are initially captured by the outer ear, funneled through the ear canal, and reach the tympanic membrane (eardrum). These vibrations are transmitted via the middle ear's ossicles to the inner ear's cochlea.
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Assessing Working Memory in Children: The Comprehensive Assessment Battery for Children – Working Memory (CABC-WM)
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Working Memory and Auditory Processing in School-Age Children.

Beula M Magimairaj1, Naveen K Nagaraj2

  • 1Cognition and Language Lab, Communication Sciences and Disorders, University of Central Arkansas, Conway.

Language, Speech, and Hearing Services in Schools
|July 7, 2018
PubMed
Summary
This summary is machine-generated.

This study explores how working memory (WM) relates to auditory processing in children. Findings inform a new framework for understanding auditory skills in children.

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Area of Science:

  • Cognitive Science
  • Hearing Science
  • Language Science

Background:

  • Overview of auditory processing and auditory processing disorder.
  • Conceptualization and assessment of auditory processing abilities in children.
  • Models of working memory (WM) and auditory processing.

Purpose of the Study:

  • To present the relationships between working memory and auditory processing abilities in school-age children.
  • To compare existing models of WM and auditory processing.
  • To review evidence for the association between WM/attention and auditory processing test performance.

Main Methods:

  • Literature review and synthesis of evidence.
  • Comparison of cognitive and auditory processing models.
  • Analysis of the association between WM/attention and auditory processing test performance.

Main Results:

  • Evidence for the relationships between WM and auditory processing abilities in school-age children is presented.
  • The association (or lack thereof) between WM/attention and auditory processing test performance is discussed.

Conclusions:

  • A new framework for understanding auditory processing abilities in children is proposed.
  • The framework integrates evidence from cognitive, hearing, and language sciences.
  • Clinical implications and future research directions are discussed.