| 1. |
- Brännström, Jonas, et al.
(författare)
-
Listening effort and fatigue in native and non-native primary school children
- 2021
-
Ingår i: Journal of Experimental Child Psychology. - : Elsevier BV. - 0022-0965 .- 1096-0457. ; 210
-
Tidskriftsartikel (refereegranskat)abstract
- Background noise makes listening effortful and may lead to fatigue. This may compromise classroom learning, especially for children with a non-native background. In the current study, we used pupillometry to investigate listening effort and fatigue during listening comprehension under typical (0 dB signal-to-noise ratio [SNR]) and favorable (+10 dB SNR) listening conditions in 63 Swedish primary school children (7–9 years of age) performing a narrative speech–picture verification task. Our sample comprised both native (n = 25) and non-native (n = 38) speakers of Swedish. Results revealed greater pupil dilation, indicating more listening effort, in the typical listening condition compared with the favorable listening condition, and it was primarily the non-native speakers who contributed to this effect (and who also had lower performance accuracy than the native speakers). Furthermore, the native speakers had greater pupil dilation during successful trials, whereas the non-native speakers showed greatest pupil dilation during unsuccessful trials, especially in the typical listening condition. This set of results indicates that whereas native speakers can apply listening effort to good effect, non-native speakers may have reached their effort ceiling, resulting in poorer listening comprehension. Finally, we found that baseline pupil size decreased over trials, which potentially indicates more listening-related fatigue, and this effect was greater in the typical listening condition compared with the favorable listening condition. Collectively, these results provide novel insight into the underlying dynamics of listening effort, fatigue, and listening comprehension in typical classroom conditions compared with favorable classroom conditions, and they demonstrate for the first time how sensitive this interplay is to language experience.
|
|
| 2. |
- Brännström, Jonas, et al.
(författare)
-
The Influence of Language Background on Dichotic Listening in Primary School Children
- 2023
-
Ingår i: Perspectives of the ASHA Special Interest Groups. - 2381-473X. ; 8:2, s. 298-307
-
Tidskriftsartikel (refereegranskat)abstract
- Purpose: Dichotic speech tests are commonly used in audiological assessments of children with suspected listening difficulties, which may have a range of origins. In Sweden, today, one in four primary schoolchildren has a foreign background, which means that a large proportion of children will be assessed through the medium of a language that they speak at school, but it is not the language they regularly speak at home. This study examines dichotic listening ability among children attending primary schools in two cities in southern Sweden with a high proportion of recent immigrants.Method: In this study, 82 Swedish second and third graders aged 7–9 years with varying Swedish language exposure performed a dichotic listening task, under free recall and directed conditions. They also performed backward digit span as a measure of working memory and crosslinguistic nonword repetition, which is central for language learning.Results: We found no effect of Swedish language exposure on dichotic listening performance. Right ear was not significantly better than the left ear in either free or directed recall indicating no right ear advantage. Dichotic listening performance was significantly better in free recall compared with directed recall. Dichotic listening was related to working memory capacity. After controlling for working memory capacity, nonword repetition showed a significant positive association with dichotic listening under free recall but not directed recall.Conclusions: Test language exposure and knowledge do not seem to influence primary school children's performance on a dichotic digit task. Performance was related to working memory capacity and the complex skill of perceiving, coding, and producing novel words in a nonword repetition task. In clinical practice, both tests of working memory capacity and crosslinguistic nonword repetition may inform the interpretation of dichotic listening results in children with diverse language backgrounds.
|
|
| 3. |
- Carlie, Johanna, et al.
(författare)
-
Development of an Auditory Passage Comprehension Task for Swedish Primary School Children of Cultural and Linguistic Diversity
- 2021
-
Ingår i: Journal of Speech, Language, and Hearing Research. - : American Speech-Language-Hearing Association. - 1558-9102 .- 1092-4388. ; 64:10
-
Tidskriftsartikel (refereegranskat)abstract
- Purpose This study reports on the development of an auditory passage comprehension task for Swedish primary school children of cultural and linguistic diversity. It also reports on their performance on the task in quiet and in noise. Method Eighty-eight children aged 7-9 years and showing normal hearing participated. The children were divided into three groups based on presumed language exposure: 13 children were categorized as Swedish-speaking monolinguals, 19 children were categorized as simultaneous bilinguals, and 56 children were categorized as sequential bilinguals. No significant difference in working memory capacity was seen between the three language groups. Two passages and associated multiple-choice questions were developed. During development of the passage comprehension task, steps were taken to reduce the impact of culture-specific prior experience and knowledge on performance. This was achieved by using the story grammar principles, universal topics and plots, and simple language that avoided complex or unusual grammatical structures and words. Results The findings indicate no significant difference between the two passages and similar response distributions. Passage comprehension performance was significantly better in quiet than in noise, regardless of language exposure group. The monolinguals outperformed both simultaneous and sequential bilinguals in both listening conditions. Conclusions Because the task was designed to minimize the effect of cultural knowledge on auditory passage comprehension, this suggests that compared with monolinguals, both simultaneous and sequential bilinguals have a disadvantage in auditory passage comprehension. As expected, the findings demonstrate that noise has a negative effect on auditory passage comprehension. The magnitude of this effect does not relate to language exposure. The developed auditory passage comprehension task seems suitable for assessing auditory passage comprehension in primary school children of linguistic and cultural diversity.
|
|
| 4. |
- Carlie, Johanna, et al.
(författare)
-
The Effect of Background Noise, Bilingualism, Socioeconomic Status, and Cognitive Functioning on Primary School Children's Narrative Listening Comprehension
-
Ingår i: Journal of Speech, Language, and Hearing Research. - 1558-9102. ; , s. 1-14
-
Tidskriftsartikel (refereegranskat)abstract
- PURPOSE: This study focuses on 7- to 9-year-old children attending primary school in Swedish areas of low socioeconomic status, where most children's school language is their second language. The aim was to better understand what factors influence these children's narrative listening comprehension both in an ideal listening condition (in quiet) and for the primary school classroom, a typical listening condition (with multitalker babble noise).METHOD: A total of 86 typically developing 7- to 9-year-olds performed a narrative listening comprehension test (Lyssna, Förstå och Minnas [LFM]; English translation: Listen, Comprehend, and Remember) in two listening conditions: quiet and multitalker babble noise. They also performed the crosslinguistic nonword repetition test and a digit span backwards (DSB) test. A predictive statistical model including these factors, the children's degree of school language exposure, parental education level, and age was derived.RESULTS: Listening condition had the strongest predictive value for LFM performance, followed by school language exposure and nonword repetition accuracy. Parental education level was also a significant predictor. There was a significant three-way interaction effect between listening condition, age, and DSB performance.CONCLUSIONS: Multitalker babble noise has a negative effect on children's narrative listening comprehension. The effect of multitalker babble noise could be explained by age differences in the ability to allocate working memory capacity during the narrative listening comprehension task, suggesting that younger children may be more vulnerable for missing information when listening in background noise than their older peers.SUPPLEMENTAL MATERIAL: https://doi.org/10.23641/asha.25209248.
|
|
| 5. |
|
|
