HEARING ASSESSMENT IN PRESCHOOL AND SCHOOLAGED CHILDREN

学龄前儿童和学龄儿童的听力评估

• 批准号: 6783993
• 负责人: Frederic L Wightman
• 金额: $ 4.05万
• 依托单位: UNIVERSITY OF LOUISVILLE
• 依托单位国家: 美国
• 财政年份: 2003
• 资助国家: 美国
• 起止时间: 2003-07-01 至 2004-08-31
• 项目状态: 已结题
• 来源: https://reporter.nih.gov/project-details/6783993
• 关键词: audiometry; auditory discrimination; auditory stimulus; child physical development; human subject; middle childhood (6-11); neural information processing; preschool child (1-5); psychoacoustics; sequential perception; stimulus /response

This project represents a long-term effort to characterize and quantify auditory processing skills in preschool and school-aged children. Recent results suggest that many of the reported differences between adult and child auditory processing can be traced to the influence of central, attentional factors. The aims of the proposed experiments are to understand and characterize in detail the influence of these central factors on a child s performance in a variety of auditory tasks. The tasks measure how children separate relevant from irrelevant information, or auditory foreground from auditory background . Of special interest is the impact of stimulus uncertainty, such as would occur in real-world listening situations. Preliminary results suggest that children are much more sensitive to uncertainty than are adults. One set of experiments will use the powerful sample-discrimination paradigm in which a child s responses in a tone pattern discrimination paradigm are analyzed to produce detailed information on how the various components in a pattern are weighted and combined. A second set of experiments will measure how children use spatial cues to separate foreground from background , as required in everyday listening to separate relevant speech from irrelevant competition in a reverberant listening environment such as a classroom. A third set of experiments will address basic questions about how children process auditory spatial information. The focus in these experiments will be on children s use of the spectral cues provided by pinna diffraction, and how children might learn to use these cues while the pinnae are growing. Well established virtual auditory space techniques will be used to synthesize and control the stimuli in these experiments. The distinguishing features of the overall study design are that each child is tested repeatedly in all conditions of an experiment, and that in general the testing procedures are adaptations of the rigorous paradigms routinely used to assess adult auditory function. All of the experiments will initially involve children from four to ten years of age who are developing typically, and whose hearing is judged to be normal on the basis of standard audiometric assessment.

该项目代表了在学龄前和学龄儿童中表征和量化听觉处理技能的长期努力。 最近的结果表明，成人和儿童听觉处理之间的许多报道差异可以追溯到中心注意因素的影响。 拟议的实验的目的是详细了解和表征这些核心因素对各种听觉任务中儿童表现的影响。 这些任务衡量孩子如何将相关性与无关信息或听觉前景与听觉背景分开。特别感兴趣的是刺激不确定性的影响，例如在现实世界中的聆听情况下会发生。 初步结果表明，儿童对不确定性的敏感性要比成人更敏感。 一组实验将使用强大的样本歧视范式，其中分析了语调模式歧视范式中的儿童反应，以产生有关模式中各种组件如何加权和合并的详细信息。 第二组实验将衡量儿童如何使用空间提示将前景与背景区分开，这是每天聆听在回响聆听环境（例如教室）中与无关竞争的单独的相关演讲所要求的。 第三组实验将解决有关儿童如何处理听觉空间信息的基本问题。 这些实验的重点将放在儿童使用Pinna衍射提供的光谱线索的使用，以及儿童在生长时如何学会使用这些线索。 良好的虚拟听觉空间技术将用于合成和控制这些实验中的刺激。 总体研究设计的显着特征是，每个孩子在实验的所有条件下都经过反复测试，并且总的来说，测试程序是经常使用以评估成人听觉功能的严格范式的适应。 所有实验最初都将涉及通常正在发展的四到十岁的儿童，并且根据标准的听力计评估，他们的听力被认为是正常的。