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Forward masking and cognitive-language skills in children as a function of literacy stage
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In: Revista CEFAC, Vol 23, Iss 3 (2021) (2021)
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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.
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Keyword:
Auditory; Brainstem; Child Language; Cognition; Evoked Potentials; Noise; Otorhinolaryngology; P1-1091; Philology. Linguistics; RF1-547; Speech
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URL: https://doaj.org/article/9ccb8b172102459daf5de0a06559bc76
https://doi.org/10.1590/1982-0216/20212339121
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