Hearing in noise in early childhood: neurophysiological, cognitive, and linguistic mechanisms

项目总结/摘要 为了在熙熙攘攘的教室里学习，孩子们必须在噪音中有效地感知语音。噪音中的听觉是一种 一项复杂的任务，依赖于注意力、记忆力和语言知识等因素， 神经生理学对声音的精确处理。越来越多的证据表明这些机制 取决于噪声中的语音任务需求。例如，当语音和噪声位于同一位置时， 这需要很大的认知负荷，并招募工作记忆，同时在空间上分离语音和 噪音减少了这种负荷，并利用了替代技能。然而，研究集中在机制上， 噪声中的潜在听力;迄今为止，没有研究考虑过它们在关键时期如何相互作用。 发展岁月这项建议旨在确定神经生理学，认知， 以及支持幼儿噪音中语音感知的语言过程。神经、认知和 语言学指标包括那些已被证明支持儿童噪音中的语音感知的指标， 成年人，以及它们的相对贡献和相互作用将在各种掩蔽条件下进行评估（即， 位于同一地点，在空间上分开）。长期的目标是了解的成分和障碍， 在幼儿期的成功倾听，以及确定相对贡献和 神经生理学、认知和语言学因素的相互作用支持早期噪声中的听力 发展核心假设是，儿童早期对噪音中的语音感知是由以下因素支持的： 可分离的神经生理学，认知和语言过程，以及这些过程的相对贡献 过程取决于掩蔽的程度和任务的认知负荷。其中一个重要的实验是 提出的具体目标是确定神经生理学，认知和语言机制 支持幼儿（5-7岁）关于高掩蔽（即，共 定位），以及低掩蔽（即，空间分离）。理解独立贡献和 这些机制的相互作用将通过促进早期识别而产生积极的转化影响， 战略，并为制定有针对性的干预措施提供信息，以改善噪音中的听力。

Project Summary/Abstract To learn in a bustling classroom, children must effectively perceive speech in noise. Hearing in noise is a complicated task that relies upon factors such as attention, memory, and linguistic knowledge, in addition to precise auditory-neurophysiological processing of sound. Accumulating evidence suggests these mechanisms vary depending on the speech-in-noise task demands. For instance, when speech and noise are co-located, this demands a large cognitive load and recruits working memory, while spatially separating the speech and noise diminishes this load and draws on alternative skills. However, research has focused on the mechanisms underlying hearing in noise in isolation; no study to date has considered how they interact during critical developmental years. This proposal seeks to identify the relative contributions of neurophysiological, cognitive, and linguistic processes supporting speech-in-noise perception in young children. Neural, cognitive, and linguistic indices include those that have been shown to support speech-in-noise perception in children and adults, and their relative contributions and interactions will be evaluated under various masking conditions (i.e., co-located, spatially separated). The long-term goal is to understand the ingredients and obstacles to successful listening in young childhood, and the overall objective to identify the relative contributions and interactions of neurophysiological, cognitive, and linguistic factors supporting hearing in noise in early development. The central hypothesis is that speech-in-noise perception in early childhood is supported by dissociable neurophysiological, cognitive, and linguistic processes, and that the relative contributions of these processes depend on the degree of masking and the cognitive load of the task. One overarching experiment is proposed with the specific aim to determine the neurophysiological, cognitive, and linguistic mechanisms supporting speech-in-noise perception in young children (age 5-7) with respect to high masking (i.e., co- located), and low masking (i.e., spatial separation). Understanding the independent contributions and interactions of these mechanisms will have a positive translational impact by advancing early identification strategies and informing the development of targeted interventions that improve hearing in noise.