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Related Experiment Videos

Longitudinal changes in auditory discrimination in normal children and children with language-learning problems.

L L Elliott1, M A Hammer

  • 1Northwestern University, Evanston, IL.

The Journal of Speech and Hearing Disorders
|November 1, 1988
PubMed
Summary

Children with language-learning problems struggle with auditory discrimination, especially with temporal acoustic differences. This difficulty persists and impacts their language and speech skills.

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Area of Science:

  • Auditory Neuroscience
  • Developmental Psychology
  • Speech-Language Pathology

Background:

  • Language-learning problems (LLP) affect children's academic and social development.
  • Auditory processing, including fine-grained acoustic discrimination, is crucial for language acquisition.
  • Previous research suggests potential links between auditory processing and language difficulties.

Purpose of the Study:

  • To investigate auditory discrimination abilities in children with and without language-learning problems.
  • To examine the longitudinal stability of auditory processing deficits in children with LLP.
  • To explore the relationship between auditory discrimination, receptive language, and speech production.

Main Methods:

  • Longitudinal study over 3 years involving 42 children (6-9 years old).

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  • Two groups: normal progress (n=21) and language-learning problems (n=21).
  • Auditory discrimination tasks focusing on temporal acoustic differences, receptive vocabulary tests, and articulation assessments.

    • Main Results:

    • Children with LLP demonstrated poorer auditory discrimination of temporal acoustic differences compared to typically developing peers.
    • These auditory processing deficits were consistent across the 3-year study period.
    • Children with LLP also showed poorer receptive vocabulary, language performance, and more articulation deviations.

    Conclusions:

    • Deficits in discriminating temporally based acoustic differences may underlie language-learning problems in children.
    • Auditory processing skills are critical for language development and can be a target for intervention.
    • Early identification and support for auditory processing difficulties are essential for children with LLP.