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Influence of cognitive functions on central auditory processing tests in university students
Thaís Andreza Oliveira Barbosa1, Sebastian Ariel Jimenez Cortes1, Luciana Cássia de Jesus1
1Departamento de Fonoaudiologia, Universidade Federal de Minas Gerais - UFMG - Belo Horizonte (MG), Brasil.
Codas
|April 1, 2026
Summary
Cognitive functions like attention and working memory significantly impact central auditory processing (CAP) test results in students. Deficits in these cognitive areas increase the likelihood of abnormal CAP test outcomes.
Area of Science:
- Neuroscience
- Audiology
- Cognitive Psychology
Background:
- Central Auditory Processing Disorder (CAPD) can affect academic performance.
- Understanding the link between cognitive functions and CAP is crucial for diagnosis.
Purpose of the Study:
- To investigate how cognitive functions influence central auditory processing (CAP) tests in university students.
- To correlate neuropsychological assessment results with CAP test performance.
Main Methods:
- Cross-sectional study of 95 students (18-39 years).
- Evaluated CAP using Speech-in-Noise, PPS, DPS, RGDT, MLD, and DDT.
- Administered the NEUPSILIN neuropsychological assessment.
- Used chi-square and logistic regression for analysis.
Main Results:
- Significant associations found between Random Gap Detection Test (RGDT) and attention/verbal fluency.
- Significant associations found between Dichotic Digits Test (DDT) and working memory/problem-solving.
- Abnormal verbal fluency increased RGDT abnormality odds by 4.7x; abnormal working memory/problem-solving increased DDT abnormality odds by 8x/6.6x.
Conclusions:
- Cognitive functions including working memory, attention, and processing speed significantly influence CAP tests.
- Findings highlight the importance of considering cognitive status in CAPD test interpretation and diagnosis.
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