Katz J, Smith P S
Department of Communicative Disorders and Sciences, State University of New York, Buffalo 14260.
Ann N Y Acad Sci. 1991;620:233-51. doi: 10.1111/j.1749-6632.1991.tb51587.x.
We have described three major groupings that encompass most auditory processing difficulties. While the problems may be superimposed upon one another in any individual client, each diagnostic sign is closely associated with particular communication and learning disorders. In addition, these behaviors may be related back to the functional anatomy of the regions that are implicated by the SSW test. The auditory-decoding group is deficient in rapid analysis of speech. The vagueness of speech sound knowledge is thought to lead to auditory misunderstanding and confusion. In early life, this may be reflected in the child's articulation. Poor phonic skills that result from this deficit are thought to contribute to their limited reading and spelling abilities. The auditory tolerance-fading memory group is often thought to have severe auditory-processing problems because those in it are highly distracted by background sounds and have poor auditory memories. However, school performance is not far from grade level, and the resulting reading disabilities stem more from limited comprehension than from an inability to sound out the words. Distractibility and poor auditory memory could contribute to the apparent weakness in reading comprehension. Many of the characteristics of the auditory tolerance-fading memory group are similar to those of attention deficit disorder cases. Both groups are associated anatomically with the AC region. The auditory integration cases can be divided into two subgroups. In the first, the subjects exhibit the most severe reading and spelling problems of the three major categories. These individuals closely resemble the classical dyslexics. We presume that this disorder represents a major disruption in auditory-visual integration. The second subgroup has much less severe learning difficulties, which closely follow the pattern of dysfunction of the auditory tolerance-fading memory group. The excellent physiological procedures to which we have been exposed during this Windows on the Brain conference provide a glimpse of the exciting possibilities for studying brain function. However, in working with individuals who have cognitive impairments, the new technology should be validated by standard behavioral tests. In turn, the new techniques will provide those who use behavioral measures with new parameters and concepts to broaden our understanding. For the past quarter of a century, the SSW test has been compared with other behavioral, physiological, and anatomical procedures. Based on the information that has been assembled, we have been able to classify auditory processing disorders into three major categories.(ABSTRACT TRUNCATED AT 400 WORDS)
我们描述了涵盖大多数听觉处理困难的三大类情况。虽然这些问题在任何个体客户身上可能相互叠加，但每个诊断迹象都与特定的沟通和学习障碍密切相关。此外，这些行为可能与SSW测试所涉及区域的功能解剖结构有关。听觉解码组在语音快速分析方面存在缺陷。语音知识的模糊被认为会导致听觉误解和混淆。在儿童早期，这可能体现在孩子的发音上。由这种缺陷导致的语音技能差被认为是其阅读和拼写能力有限的原因。听觉耐受 - 衰退记忆组通常被认为存在严重的听觉处理问题，因为该组中的人极易被背景声音分散注意力且听觉记忆差。然而，其学业成绩与年级水平相差不大，由此产生的阅读障碍更多源于理解能力有限，而非无法读出单词。注意力分散和听觉记忆差可能导致阅读理解方面明显的弱点。听觉耐受 - 衰退记忆组的许多特征与注意力缺陷障碍病例相似。这两组在解剖学上都与听觉皮层区域相关。听觉整合病例可分为两个亚组。在第一组中，受试者表现出三大类中最严重的阅读和拼写问题。这些个体与典型的诵读困难者非常相似。我们推测这种障碍代表了听觉 - 视觉整合的重大破坏。第二个亚组的学习困难要轻得多，其模式与听觉耐受 - 衰退记忆组的功能障碍模式密切相关。在本次“大脑之窗”会议期间，我们接触到的出色的生理程序让我们得以瞥见研究脑功能的令人兴奋的可能性。然而，在与有认知障碍的个体合作时，新技术应通过标准行为测试进行验证。反过来，新技术将为那些使用行为测量方法的人提供新的参数和概念，以拓宽我们的理解。在过去的四分之一个世纪里，SSW测试一直与其他行为、生理和解剖学程序进行比较。根据已收集到的信息，我们能够将听觉处理障碍分为三大类。（摘要截取自400字）
