| 51. |
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| 52. |
- Ellis, Rachel, et al.
(författare)
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Predicting speech-in-noise perception using the trail making task: Results from a large-scale internet study
- 2015
-
Konferensbidrag (refereegranskat)abstract
- The purpose of this study was to investigate the utility of an internet-based version of the trail making test (TMT) to predict performance on a speech-in-noise perception task. Computerised versions of the tests were completed, via the internet, by a large (1500+) sample of listeners aged between 18 and 91 years old, both with and without hearing loss. The results show that better performance on both the simple and complex versions of the TMT are associated with better speech-in-noise recognition scores. The findings suggest that the relation between performance in the TMT and speech recognition test may be due to the capacity of the TMT to index perceptual speed, as opposed to the more complex cognitive abilities also implicated in TMT performance.
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| 53. |
- Ferreira, Janna, 1973-
(författare)
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Sounds of silence : Phonological awareness and written language in children with and without speech
- 2007
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Doktorsavhandling (övrigt vetenskapligt/konstnärligt)abstract
- Avhandlingens övergripande syfte var att undersöka fonologisk medvetenhet och skriftspråklig förmåga hos talande eller icke-talande barn, med lässvårigheter eller motoriska talsvårigheter. De huvudsakliga fynden i denna avhandling var: (1) För barn med lässvårigheter som befinner sig på en tidig nivå i sin läsutveckling bör intervention kring läs- och skrivförmågor fokusera på barnets svaghet snarare än styrkan vad gäller ordavkodning. (2) För barn med lässvårigheter hade såväl fonologisk som ortografisk intervention effekt på förmågan att läsa och skriva. Fonologisk intervention hade effekt även på barnen med lägst läsförmåga. (3) För barn med motoriska talsvårigheter var det signifikanta skillnader mellan de bästa och de sämsta läsarna vad gäller auditiv fonemdiskrimination och generella språkförmågor. (4) För barn med motoriska talsvårigheter hade fonologisk intervention effekt på förmågan att stava ord men inte på läsförmågan. (5) I en analys av nonsensord undersöktes stavfel hos en flicka med anartri. Fler stavfel återfanns i längre ord och en högre grad av fel återfanns i mitten av ord, vilket tyder på svårigheter med arbetsminne och med att segmentera ord.Fynden diskuteras i relation till fonologisk informationsbearbetning inom fyra delområden: fonologiska representationer, fonologisk produktion, fonologiskt minne och fonologisk medvetenhet. Talets betydelse för läs- och skrivförmågan är komplex. Även ett gravt avvikande tal kan ge fonologisk återkoppling och för barn med anartri tycks bristen på tal spela en viss roll.Denna avhandling har ett handikappvetenskapligt synsätt och bidrar till den övergripande förståelsen av fonologisk medvetenhet och skriftspråklig förmåga. Flera av fynden är direkt applicerbara i kliniska sammanhang.
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| 54. |
- Gustafson, Stefan, et al.
(författare)
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Phonological or orthographic training for children with phonological or orthographic decoding deficits
- 2007
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Ingår i: Dyslexia. - : Wiley. - 1076-9242 .- 1099-0909. ; 13:3, s. 211-229
-
Tidskriftsartikel (refereegranskat)abstract
- In a longitudinal intervention study, Swedish reading disabled children in grades 2-3 received either a phonological (n = 41) or an orthographic (n = 39) training program. Both programs were computerized and interventions took place in ordinary school settings with trained special instruction teachers. Two comparison groups, ordinary special instruction and normal readers, were also included in the study. Results showed strong average training effects on text reading and general word decoding for both phonological and orthographic training, but not significantly higher improvements than for the comparison groups. The main research finding was a double dissociation: children with pronounced phonological problems improved their general word decoding skill more from phonological than from orthographic training, whereas the opposite was observed for children with pronounced orthographic problems. Thus, in this population of children, training should focus on children's relative weakness rather than their relative strength in word decoding.
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| 55. |
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| 56. |
- Holmer, Emil, 1983-, et al.
(författare)
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Facial mimicry interference reduces working memory accuracy for facial emotion expressions
- 2024
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Ingår i: PLOS ONE. - : PUBLIC LIBRARY SCIENCE. - 1932-6203. ; 19:6
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Tidskriftsartikel (refereegranskat)abstract
- Facial mimicry, the tendency to imitate facial expressions of other individuals, has been shown to play a critical role in the processing of emotion expressions. At the same time, there is evidence suggesting that its role might change when the cognitive demands of the situation increase. In such situations, understanding another person is dependent on working memory. However, whether facial mimicry influences working memory representations for facial emotion expressions is not fully understood. In the present study, we experimentally interfered with facial mimicry by using established behavioral procedures, and investigated how this interference influenced working memory recall for facial emotion expressions. Healthy, young adults (N = 36) performed an emotion expression n-back paradigm with two levels of working memory load, low (1-back) and high (2-back), and three levels of mimicry interference: high, low, and no interference. Results showed that, after controlling for block order and individual differences in the perceived valence and arousal of the stimuli, the high level of mimicry interference impaired accuracy when working memory load was low (1-back) but, unexpectedly, not when load was high (2-back). Working memory load had a detrimental effect on performance in all three mimicry conditions. We conclude that facial mimicry might support working memory for emotion expressions when task load is low, but that the supporting effect possibly is reduced when the task becomes more cognitively challenging.
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| 57. |
- Homman, Lina, et al.
(författare)
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A structural equation mediation model captures the predictions amongst the parameters of the ease of language understanding model
- 2023
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Ingår i: Frontiers in Psychology. - : Frontiers Media S.A.. - 1664-1078. ; 14
-
Tidskriftsartikel (refereegranskat)abstract
- Objective: The aim of the present study was to assess the validity of the Ease of Language Understanding (ELU) model through a statistical assessment of the relationships among its main parameters: processing speed, phonology, working memory (WM), and dB Speech Noise Ratio (SNR) for a given Speech Recognition Threshold (SRT) in a sample of hearing aid users from the n200 database.Methods: Hearing aid users were assessed on several hearing and cognitive tests. Latent Structural Equation Models (SEMs) were applied to investigate the relationship between the main parameters of the ELU model while controlling for age and PTA. Several competing models were assessed.Results: Analyses indicated that a mediating SEM was the best fit for the data. The results showed that (i) phonology independently predicted speech recognition threshold in both easy and adverse listening conditions and (ii) WM was not predictive of dB SNR for a given SRT in the easier listening conditions (iii) processing speed was predictive of dB SNR for a given SRT mediated via WM in the more adverse conditions.Conclusion: The results were in line with the predictions of the ELU model: (i) phonology contributed to dB SNR for a given SRT in all listening conditions, (ii) WM is only invoked when listening conditions are adverse, (iii) better WM capacity aids the understanding of what has been said in adverse listening conditions, and finally (iv) the results highlight the importance and optimization of processing speed in conditions when listening conditions are adverse and WM is activated.
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| 58. |
- Hurtig, Anders, et al.
(författare)
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Student's second-language grade may depend on classroom listening position
- 2016
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Ingår i: PLOS ONE. - : Public Library of Science (PLoS). - 1932-6203. ; 11:6
-
Tidskriftsartikel (refereegranskat)abstract
- The purpose of this experiment was to explore whether listening positions (close or distant location from the sound source) in the classroom, and classroom reverberation, influence students’ score on a test for second-language (L2) listening comprehension (i.e., comprehension of English in Swedish speaking participants). The listening comprehension test administered was part of a standardized national test of English used in the Swedish school system. A total of 125 high school pupils, 15 years old, participated. Listening position was manipulated within subjects, classroom reverberation between subjects. The results showed that L2 listening comprehension decreased as distance from the sound source increased. The effect of reverberation was qualified by the participants’ baseline L2 proficiency. A shorter reverberation was beneficial to participants with high L2 proficiency, while the opposite pattern was found among the participants with low L2 proficiency. The results indicate that listening comprehension scores—and hence students’ grade in English—may depend on students’ classroom listening position.
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| 59. |
- Hygge, Staffan, et al.
(författare)
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The effect of functional hearing loss and age on long- and short-term visuospatial memory: evidence from the UK Biobank resource: a longitudinal follow up
- 2015
-
Konferensbidrag (övrigt vetenskapligt/konstnärligt)abstract
- In a recent study (Rönnberg, Hygge, Keidser & Rudner, 2014) we reported cross-sectional epidemiological data from the UK Biobank, which in total contains >500,000 individuals in the UK. The focus in that study was on the effects of functional hearing loss and age on long- and short-term visuospatial memory. Our selection of variables resulted in a sub-sample of 138,098 participants after discarding extreme values.A digit triplets functional hearing test was used to divide the participants into three groups: poor, insufficient and normal hearers. We found negative relationships between functional hearing loss and both visuospatial working memory (i.e., a card pair matching task) and visuospatial, episodic long-term memory (i.e., a prospective memory task), with the strongest association for episodic long-term memory. The use of hearing aids showed a small positive effect for working memory performance for the poor hearers, but did not have any influence on episodic long-term memory. Age also showed strong main effects for both memory tasks and interacted with gender and education for the long-term memory task.Close to 20,000 of the original (>500,000) participants recently went through the very same test battery a second time, 2-7 years after the first time. In the present study, we will scrutinize in which respects the addition of extra years in the longitudinal analysis is commensurable with extra years from our previous cross-sectional analysis, for the same sets of original moderators and mediators.
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| 60. |
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