Working Memory and Auditory Processing in School-Age Children
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| Publicado en: | Language, Speech & Hearing Services in Schools (Online) vol. 49, no. 3 (Jul 2018), p. 409 |
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| Publicado: |
American Speech-Language-Hearing Association
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| Acceso en liña: | Citation/Abstract Full Text Full Text - PDF |
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|---|---|---|---|
| 001 | 2072693974 | ||
| 003 | UK-CbPIL | ||
| 022 | |a 1558-9129 | ||
| 024 | 7 | |a 10.1044/2018_LSHSS-17-0099 |2 doi | |
| 035 | |a 2072693974 | ||
| 045 | 2 | |b d20180701 |b d20180731 | |
| 084 | |a 125014 |2 nlm | ||
| 100 | 1 | |a Magimairaj, Beula M |u Cognition and Language Lab, Communication Sciences and Disorders, University of Central Arkansas, Conway | |
| 245 | 1 | |a Working Memory and Auditory Processing in School-Age Children | |
| 260 | |b American Speech-Language-Hearing Association |c Jul 2018 | ||
| 513 | |a Journal Article | ||
| 520 | 3 | |a 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. | |
| 653 | |a Children | ||
| 653 | |a Listening comprehension | ||
| 653 | |a Short term memory | ||
| 653 | |a Memory | ||
| 653 | |a Hearing | ||
| 653 | |a Auditory processing disorder | ||
| 653 | |a Auditory processing | ||
| 653 | |a Cognitive science | ||
| 653 | |a Children & youth | ||
| 653 | |a Cognitive ability | ||
| 653 | |a Audiology | ||
| 653 | |a Concept formation | ||
| 653 | |a Hearing loss | ||
| 653 | |a Age | ||
| 653 | |a Schools | ||
| 653 | |a Ability | ||
| 653 | |a Auditory Perception | ||
| 653 | |a Cognitive Tests | ||
| 653 | |a Auditory Discrimination | ||
| 653 | |a Speech Language Pathology | ||
| 700 | 1 | |a Nagaraj, Naveen K |u Cognitive Hearing Science Lab, Audiology and Speech Pathology, University of Arkansas for Medical Sciences/University of Arkansas at Little Rock | |
| 773 | 0 | |t Language, Speech & Hearing Services in Schools (Online) |g vol. 49, no. 3 (Jul 2018), p. 409 | |
| 786 | 0 | |d ProQuest |t Consumer Health Database | |
| 856 | 4 | 1 | |3 Citation/Abstract |u https://www.proquest.com/docview/2072693974/abstract/embedded/L8HZQI7Z43R0LA5T?source=fedsrch |
| 856 | 4 | 0 | |3 Full Text |u https://www.proquest.com/docview/2072693974/fulltext/embedded/L8HZQI7Z43R0LA5T?source=fedsrch |
| 856 | 4 | 0 | |3 Full Text - PDF |u https://www.proquest.com/docview/2072693974/fulltextPDF/embedded/L8HZQI7Z43R0LA5T?source=fedsrch |