PURPOSE: The objectives of the current study were to examine the effect of noise (-5 dB SNR) on auditory comprehension and to examine its relationship with working memory. It was hypothesized that noise has a negative impact on information processing, auditory working memory, and comprehension. METHOD: Children with normal hearing between the ages of 8 and 10 years were administered working memory and comprehension tasks in quiet and noise. The comprehension measure comprised 5 domains: main idea, details, reasoning, vocabulary, and understanding messages. RESULTS: Performance on auditory working memory and comprehension tasks were significantly poorer in noise than in quiet. The reasoning, details, understanding, and vocabulary subtests were particularly affected in noise (p < .05). The relationship between auditory working memory and comprehension was stronger in noise than in quiet, suggesting an increased contribution of working memory. CONCLUSIONS: These data suggest that school-age children's auditory working memory and comprehension are negatively affected by noise. Performance on comprehension tasks in noise is strongly related to demands placed on working memory, supporting the theory that degrading listening conditions draws resources away from the primary task.
PURPOSE: The objectives of the current study were to examine the effect of noise (-5 dB SNR) on auditory comprehension and to examine its relationship with working memory. It was hypothesized that noise has a negative impact on information processing, auditory working memory, and comprehension. METHOD:Children with normal hearing between the ages of 8 and 10 years were administered working memory and comprehension tasks in quiet and noise. The comprehension measure comprised 5 domains: main idea, details, reasoning, vocabulary, and understanding messages. RESULTS: Performance on auditory working memory and comprehension tasks were significantly poorer in noise than in quiet. The reasoning, details, understanding, and vocabulary subtests were particularly affected in noise (p < .05). The relationship between auditory working memory and comprehension was stronger in noise than in quiet, suggesting an increased contribution of working memory. CONCLUSIONS: These data suggest that school-age children's auditory working memory and comprehension are negatively affected by noise. Performance on comprehension tasks in noise is strongly related to demands placed on working memory, supporting the theory that degrading listening conditions draws resources away from the primary task.
Authors: Elizabeth A Walker; David Kessler; Kelsey Klein; Meredith Spratford; Jacob J Oleson; Anne Welhaven; Ryan W McCreery Journal: J Speech Lang Hear Res Date: 2019-06-13 Impact factor: 2.297
Authors: Elza Othman; Ahmad Nazlim Yusoff; Mazlyfarina Mohamad; Hanani Abdul Manan; Vincent Giampietro; Aini Ismafairus Abd Hamid; Mariam Adawiah Dzulkifli; Syazarina Sharis Osman; Wan Ilma Dewiputri Wan Burhanuddin Journal: Heliyon Date: 2019-09-13
Authors: Ryan W McCreery; Elizabeth A Walker; Meredith Spratford; Dawna Lewis; Marc Brennan Journal: Front Neurosci Date: 2019-10-15 Impact factor: 4.677
Authors: Karl Jonas Brännström; Erika Johansson; Daniel Vigertsson; David J Morris; Birgitta Sahlén; Viveka Lyberg-Åhlander Journal: Noise Health Date: 2017 Mar-Apr Impact factor: 0.867
Authors: Elizabeth Heinrichs-Graham; Elizabeth A Walker; Jacob A Eastman; Michaela R Frenzel; Ryan W McCreery Journal: Ear Hear Date: 2022 Mar/Apr Impact factor: 3.562