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童年听力和相关的认知困难持续到青春期
Katsuaki Kojima1,2,3, Li Lin3, Lauren Petley3,4
1Perinatal Institute, Cincinnati Children's Hospital Medical Center, Cincinnati, Ohio.
Ear and hearing
|May 20, 2024
概括
听力障碍 (LiD) 和正常听力儿童在青春期表现出持续的听觉和认知挑战. 孕产妇的教育和认知能力预测了LID的严重程度,强调了早期干预的必要性.
科学领域:
- 儿科听力学 儿科听力学
- 发展心理学是发展心理学.
- 认知神经科学是一种认知神经科学.
背景情况:
- 听力障碍 (LiD) 影响儿童理解言语的能力,即使听力正常.
- 导致LiD的原因可以包括听觉处理,认知功能和语言理解缺陷.
- 之前的研究发现了LiD和典型发育 (TD) 儿童在听觉和认知任务中的差异.
研究的目的:
- 研究听力和认知因素对正常听力图的儿童的LiD的纵向影响.
- 为了确定LiD和TD儿童之间的听觉和认知差异是否在整个童年持续存在.
- 确定有助于正常听力值的儿童LID的因素.
主要方法:
- 一项纵向研究追踪了四年来三次数据收集浪潮中的LID和TD组的儿童.
- 参与者完成了护理人员评估 (ECLiPS),语音噪音测试 (LiSN-S) 和认知评估 (NIH-Toolbox).
- 混合效应模型分析了纵向数据,以评估群体差异并确定预测因素.
主要成果:
- 在所有研究浪潮中,患有LiD的儿童在听觉和认知任务中始终表现不佳.
- 母亲教育,认知处理和空间倾听能力独立预测护理人员报告的倾听能力.
- 证实了高的测试重复测试可靠性,加强了听力困难的持久性.
结论:
- 患有LiD和正常听觉的儿童在青春期经历了持续的听觉,倾听和认知挑战.
- 早期检测和干预对于童年LID至关重要.
- 社会经济因素,如母亲的教育,在LID的发展和严重程度方面发挥着作用.
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