Forward masking and cognitive-language skills in children as a function of literacy stage
Rev. CEFAC
;
23(3): e9121, 2021. tab, graf
Article
Dans Anglais
|
LILACS-Express
| LILACS
| ID: biblio-1351493
ABSTRACT
ABSTRACT Purpose:
to investigate the relation between forward masking and cognitive-language skills in children as a function of literacy stage.Methods:
twenty-seven children registered in literacy stage at public schools, aged from 6 to 9 years old, with no learning difficulties or audiological problems reported, participated in this study. Frequency Following Responses were registered in two test conditions 1) /da/ alone; 2) /da/ presented 4 milliseconds after a speech noise. Two language protocols were applied a cognitive-linguistic skills protocol and a phonological awareness one.Results:
forward masking was evident in Frequency Following Responses of all children regardless of literacy stage. Frequency Following Responses latencies in both testing conditions showed no difference among participants' age. Cognitive-language skills scores were below those expected for all children, with significant improvement noticed as a function of age. No correlation between language performance and forward masking was found.Conclusion:
there was no relation between forward masking and cognitive-language skills in children, as a function of literacy stage.
Texte intégral:
Disponible
Indice:
LILAS (Amériques)
langue:
Anglais
Texte intégral:
Rev. CEFAC
Thème du journal:
Terapia
/
Orthophonie
/
Terapia
/
ReabilitaÆo
Année:
2021
Type:
Article
Pays d'affiliation:
Brésil
Institution/Pays d'affiliation:
Universidade Estadual de Ciências da Saúde de Alagoas/BR
/
Universidade Federal de Pernambuco/BR
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