Representations of fricatives in subcortical model responses: Comparisons with human consonant perception.

Fricatives are obstruent sound contrasts made by airflow constrictions in the vocal tract that produce turbulence across the constriction or at a site downstream from the constriction. Fricatives exhibit significant intra/intersubject and contextual variability. Yet, fricatives are perceived with high accuracy. The current study investigated modeled neural responses to fricatives in the auditory nerve (AN) and inferior colliculus (IC) with the hypothesis that response profiles across populations of neurons provide robust correlates to consonant perception. Stimuli were 270 intervocalic fricatives (10 speakers × 9 fricatives × 3 utterances). Computational model response profiles had characteristic frequencies that were log-spaced from 125 Hz to 8 or 20 kHz to explore the impact of high-frequency responses. Confusion matrices generated by k-nearest-neighbor subspace classifiers were based on the profiles of average rates across characteristic frequencies as feature vectors. Model confusion matrices were compared with published behavioral data. The modeled AN and IC neural responses provided better predictions of behavioral accuracy than the stimulus spectra, and IC showed better accuracy than AN. Behavioral fricative accuracy was explained by modeled neural response profiles, whereas confusions were only partially explained. Extended frequencies improved accuracy based on the model IC, corroborating the importance of extended high frequencies in speech perception.

Tinnitus Is Associated With Improved Cognitive Performance in Non-hispanic Elderly With Hearing Loss.

Because hearing loss is a high-risk factor for cognitive decline, tinnitus, a comorbid condition of hearing loss, is often presumed to impair cognition. The present cross-sectional study aimed to delineate the interaction of tinnitus and cognition in the elderly with and without hearing loss after adjusting for covariates in race, age, sex, education, pure tone average, hearing aids, and physical well-being. Participants included 643 adults (60-69 years old; 51.3% females) from the National Health and Nutrition Examination Survey (NHANES, 2011-2012), and 1,716 (60-69 years old; 60.4% females) from the Hispanic Community Health Study (HCHS, 2008-2011). Multivariable linear and binary logistic regression was used to assess the association between tinnitus and cognition in the two sub-cohorts of normal hearing (NHANES, n = 508; HCHS, n = 1264) and hearing loss (NHANES, n = 135; HCHS, n = 453). Cognitive performance was measured as a composite z-score from four cognitive tests: The Consortium to Establish a Registry for Alzheimer's Disease (CERAD)-word learning, CERAD-animal fluency, CERAD-word list recall, and the digit symbol substitution test (DSST) in NHANES, and a comparable Hispanic version of these four tests in HCHS. Multivariable linear regression revealed no association between tinnitus and cognition, except for the NHANES (non-Hispanic) participants with hearing loss, where the presence of tinnitus was associated with improved cognitive performance (Mean = 0.3; 95% CI, 0.1-0.5; p, 0.018). Using the 25th percentile score of the control (i.e., normal hearing and no tinnitus) as a threshold for poor cognitive performance, the absence of tinnitus increased the risk for poor cognitive performance (OR = 5.6, 95% CI, 1.9-17.2; p, 0.002). Sensitivity analysis found a positive correlation between tinnitus duration and cognitive performance in the NHANES cohort [F(4,140), 2.6; p, 0.037]. The present study finds no evidence for the assumption that tinnitus impairs cognitive performance in the elderly. On the contrary, tinnitus is associated with improved cognitive performance in the non-Hispanic elderly with hearing loss. The present result suggests that race be considered as an important and relevant factor in the experimental design of tinnitus research. Future longitudinal and imaging studies are needed to validate the present findings and understand their mechanisms.

Sonority-Related Novel Word Learning Ability of Children With Cochlear Implants With Optimal Oral Language Exposure.

OBJECTIVES: The present study investigated how children with cochlear implants (CIs), with optimal exposure to oral language, perform on sonority-related novel word learning tasks. By optimal oral language exposure, we refer to bilateral cochlear implantation below the age of 2 years. Sonority is the relative perceptual prominence/loudness of speech sounds of the same length, stress, and pitch. The present study is guided by a previous study that investigated the sonority-related novel word learning ability of a group of children with CIs, in the Greek language, of which the majority were implanted beyond the age of 2 unilaterally. DESIGN: A case-control study with 15 Dutch-speaking participants in each of the three groups, i.e., children with CIs, normal-hearing children (NHC), and normal-hearing adults, was conducted using a sonority-related novel "CVC" word learning task. All children with CIs are implanted before the age of 2 years with preimplant hearing aids. Thirteen out of the 15 children had bilateral CIs. The CVC words were constructed according to four sonority conditions, where N is nonsonorous and S is a sonorous phoneme: NSN, NSS, SSN, and SSS. Outcome measures were accuracy and reaction times (RTs). In addition, the Peabody picture vocabulary test and the digit span forward test were administered to the children. RESULTS: There were no statistical differences in accuracy or RTs between the children groups on the overall score and across the different conditions. However, children with CIs, unlike NHC, scored statistically less accurately and with longer RTs relative to normal-hearing adults, on the overall task. Within-group comparisons showed that none of the groups performed statistically differently on any of the conditions. The NHC showed higher receptive vocabulary scores relative to children with CIs. In addition, the group of children with CIs entailed a statistically significantly higher number of children with "weak" short-term memory. CONCLUSIONS: Children with CIs who have optimal oral language exposure showed age-appropriate sonority-related novel word learning abilities and strategies relative to their NH peers. However, children with CIs continue to show lower receptive vocabulary scores than NHC, despite the equivalent novel word learning ability. This suggests that children with CIs may have difficulties in retaining newly learned words. Future work should look into possible causes of the gap in performance. This would eventually aid in rehabilitation tailored to the needs of the individual.

Sonority's Effect as a Surface Cue on Lexical Speech Perception of Children With Cochlear Implants.

OBJECTIVES: Sonority is the relative perceptual prominence/loudness of speech sounds of the same length, stress, and pitch. Children with cochlear implants (CIs), with restored audibility and relatively intact temporal processing, are expected to benefit from the perceptual prominence cues of highly sonorous sounds. Sonority also influences lexical access through the sonority-sequencing principle (SSP), a grammatical phonotactic rule, which facilitates the recognition and segmentation of syllables within speech. The more nonsonorous the onset of a syllable is, the larger is the degree of sonority rise to the nucleus, and the more optimal the SSP. Children with CIs may experience hindered or delayed development of the language-learning rule SSP, as a result of their deprived/degraded auditory experience. The purpose of the study was to explore sonority's role in speech perception and lexical access of prelingually deafened children with CIs. DESIGN: A case-control study with 15 children with CIs, 25 normal-hearing children (NHC), and 50 normal-hearing adults was conducted, using a lexical identification task of novel, nonreal CV-CV words taught via fast mapping. The CV-CV words were constructed according to four sonority conditions, entailing syllables with sonorous onsets/less optimal SSP (SS) and nonsonorous onsets/optimal SSP (NS) in all combinations, that is, SS-SS, SS-NS, NS-SS, and NS-NS. Outcome measures were accuracy and reaction times (RTs). A subgroup analysis of 12 children with CIs pair matched to 12 NHC on hearing age aimed to study the effect of oral-language exposure period on the sonority-related performance. RESULTS: The children groups showed similar accuracy performance, overall and across all the sonority conditions. However, within-group comparisons showed that the children with CIs scored more accurately on the SS-SS condition relative to the NS-NS and NS-SS conditions, while the NHC performed equally well across all conditions. Additionally, adult-comparable accuracy performance was achieved by the children with CIs only on the SS-SS condition, as opposed to NS-SS, SS-NS, and SS-SS conditions for NHC. Accuracy analysis of the subgroups of children matched in hearing age showed similar results. Overall longer RTs were recorded by the children with CIs on the sonority-treated lexical task, specifically on the SS-SS condition compared with age-matched controls. However, the subgroup analysis showed that both groups of children did not differ on RTs. CONCLUSIONS: Children with CIs performed better in lexical tasks relying on the sonority perceptual prominence cues, as in SS-SS condition, than on SSP initial relying conditions as NS-NS and NS-SS. Template-driven word learning, an early word-learning strategy, appears to play a role in the lexical access of children with CIs whether matched in hearing age or not. The SS-SS condition acts as a preferred word template. The longer RTs brought about by the highly accurate SS-SS condition in children with CIs is possibly because listening becomes more effortful. The lack of RTs difference between the children groups when matched on hearing age points out the importance of oral-language exposure period as a key factor in developing the auditory processing skills.

Screening for auditory processing performance in primary school children.

BACKGROUND: A deficit in the processing of auditory information may underlie problems in understanding speech in the presence of background noise, degraded speech, and in following spoken instructions. Children with auditory processing disorders are challenged in the classroom because of ambient noise levels and maybe at risk for learning disabilities. PURPOSE: 1) Set up and execute screening protocol for auditory processing performance (APP) in primary school children. 2) Construct database for APP in the classroom. 3) Set critical limits for deviant performance. Our hypothesis is that screening for APP in the classroom identifies pupils at risk for auditory processing disorders. RESEARCH DESIGN, SAMPLE, AND METHODS: Study consisted of two phases. Phase 1: 2,015 pupils were selected from fourth-, fifth-, and sixth-graders using stratified random sampling with the proportional allocation method. Male and female students were equally represented. Otoscopic examination, screening audiometery, and screening tests for auditory processing (AP) abilities (Pitch Pattern Sequence Test [PPST], speech perception in noise [SPIN] right, SPIN left, and Dichotic Digit Test) were conducted. A questionnaire emphasizing auditory listening behaviors (ALB) was answered by classroom teacher. Phase 2 included 69 pupils who were randomly selected based on percentile scores of phase 1. Students were examined for the corresponding full version AP tests in addition to Auditory Fusion Test-Revised and masking level difference. Intelligence quotient and learning disabilities were evaluated. RESULTS: Phase 1: Results are displayed in frequency polygons for10th, 25th, 50th, 75th, and 90th percentiles score for each AP test. Fourth-graders scored significantly lower than fifth- and sixth-graders on all tests. Males scored lower than females on PPST. A composite score was calculated to represent a summed score performance for PPST, SPIN right ear, SPIN left ear, and Dichotic Digit Test. Scores <10th percentile were chosen to describe the poorest performance on screening. Performance was graded from 0 to 4 according to composite score; a score of 4 refers to scores <10th percentile on all four tests, while a 0 score designates performance ≥ the 10th percentile on all tests. ALB questionnaire scores of the sample screened varied significantly with sex and grade. Statistical analysis of phase 2 showed no statistical difference between mean score for Group 0 and clinic norms on all AP tests. Group 1 showed consistent poor performance in both the screening and full version SPIN test. Group 2 scored significantly lower on all screening tests, but not significantly different in some of the full version tests. Groups 3 and 4 showed significantly worse performance than clinic norms on all screening and full version tests. Auditory Fusion Test-Revised mean thresholds were statistically higher for groups with composite scores from 1 to 4. Masking level difference mean score was only significantly different for Group 4. ALB questionnaire results correlated to composite score categories. Dyslexia was a comorbid condition with Groups 2-4. CONCLUSION: AP skills in primary education maybe classified as robust abilities that endure challenging listening conditions, vulnerable abilities that manifest in challenging conditions, and poor abilities that manifest in even the best listening conditions. Composite score concept provides adequacy in grading AP skills.