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Assessing Working Memory in Children: The Comprehensive Assessment Battery for Children – Working Memory (CABC-WM)
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Auditory processing in children: Role of working memory and lexical ability in auditory closure
Naveen K Nagaraj1, Beula M Magimairaj1
1Department of Communicative Disorders and Deaf Education, Cognitive Hearing Science Lab, Utah State University, Logan, Utah, United States of America.
Plos One
|November 4, 2020
Summary
Children
Area of Science:
- Child language acquisition
- Auditory processing
- Cognitive psychology
Background:
- Auditory closure is the ability to perceive a whole word or sentence from incomplete auditory information.
- Understanding the cognitive-linguistic factors influencing auditory closure in children is essential for identifying listening difficulties.
Purpose of the Study:
- To investigate the relationship between cognitive-linguistic mechanisms and auditory closure ability in school-age children.
- To determine the roles of working memory capacity (WMC), attention, lexical knowledge, and long-term memory (LTM) retrieval in auditory closure.
Main Methods:
- Sixty-seven children recognized interrupted words and keywords in sentences at 2.5 Hz and 5 Hz interruption rates.
- Cognitive abilities including WMC, attention, lexical knowledge, and LTM retrieval were assessed.
Main Results:
- Word recognition was better at 2.5 Hz for simple words and at 5 Hz for complex words.
- Lexical knowledge was critical for word and sentence recognition across interruption rates.
- Working memory capacity (WMC) positively influenced the recognition of easy words.
- Long-term memory (LTM) retrieval ability was linked to sentence recognition.
Conclusions:
- Lexical knowledge and LTM retrieval are vital for children's speech recognition in noisy environments.
- Assessment and intervention targeting lexical knowledge and retrieval are recommended for children with listening challenges.
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