Magimairaj Beula M, Nagaraj Naveen K
Cognition and Language Lab, Communication Sciences and Disorders, University of Central Arkansas, Conway.
Cognitive Hearing Science Lab, Audiology and Speech Pathology, University of Arkansas for Medical Sciences/University of Arkansas at Little Rock.
Lang Speech Hear Serv Sch. 2018 Jul 5;49(3):409-423. doi: 10.1044/2018_LSHSS-17-0099.
Our goal is to present the relationships between working memory (WM) and auditory processing abilities in school-age children.
We begin with an overview of auditory processing, the conceptualization of auditory processing disorder, and the assessment of auditory processing abilities in children. Next, we describe a model of WM and a model of auditory processing followed by their comparison. Evidence for the relationships between WM and auditory processing abilities in school-age children follows. Specifically, we present evidence for the association (or lack thereof) between WM/attention and auditory processing test performance.
In conclusion, we describe a new framework for understanding auditory processing abilities in children based on integrated evidence from cognitive science, hearing science, and language science. We also discuss clinical implications in children that could inform future research.
我们的目标是呈现学龄儿童工作记忆（WM）与听觉处理能力之间的关系。
我们首先概述听觉处理、听觉处理障碍的概念化以及儿童听觉处理能力的评估。接下来，我们描述工作记忆模型和听觉处理模型，随后对它们进行比较。之后是学龄儿童工作记忆与听觉处理能力之间关系的证据。具体而言，我们展示工作记忆/注意力与听觉处理测试表现之间关联（或缺乏关联）的证据。
总之，我们基于认知科学、听力科学和语言科学的综合证据，描述了一个理解儿童听觉处理能力的新框架。我们还讨论了对儿童的临床意义，这可为未来研究提供参考。
