Associations between psychosocial attributes and hearing in normally-hearing children.

Abstract

Introduction: Normal hearing is defined as having an average hearing threshold of between -10 and +15 dB HL. Previous research has associated better listening, language and neurocognitive abilities with better normal-hearing thresholds in girls, with these effects postulated to be due to cochlear insults, neurodevelopmental and psychological differences. Aim: The aim was to investigate relationships between variation in normal hearing ability and auditory processing ability, neurocognitive ability, and behaviour in participants aged 10-13 years. Methods: A cross-sectional correlational study was designed. 22 participants with normal hearing underwent one 60-minute testing session consisting of pure-tone audiometry, tympanometry, three tests of auditory processing (speech-in-noise; random gap detection test; frequency pattern test), a test of working memory (digit-span), a reading comprehension test and a self-evaluation of self-esteem. Parents/guardians described each child’s behaviour problems. Results: Children with better hearing performed better in frequency discrimination. Children with better frequency discrimination also performed better on digit-span tests, and had better reading comprehension. Children with better reading comprehension were better at perceiving speech-in-noise. No significant relationship was found between hearing ability and psychological measures. Conclusions: Children with better hearing have advantages in auditory processing and neurocognitive tasks. This may be explained by children with better hearing thresholds having superior neural and auditory development, together with superior auditory processing due to developmental influences, environmental influences, and psychological influences.