Working Memory and Auditory Processing in School-Age Children Purpose Our goal is to present the relationships between working memory (WM) and auditory processing abilities in school-age children. Review and Discussion We begin with an overview of auditory processing, the conceptualization of auditory processing disorder, and the assessment of auditory processing abilities in children. Next, we describe ... Clinical Focus
Clinical Focus  |   July 05, 2018
Working Memory and Auditory Processing in School-Age Children
 
Author Affiliations & Notes
  • Beula M. Magimairaj
    Cognition and Language Lab, Communication Sciences and Disorders, University of Central Arkansas, Conway
  • Naveen K. Nagaraj
    Cognitive Hearing Science Lab, Audiology and Speech Pathology, University of Arkansas for Medical Sciences/University of Arkansas at Little Rock
  • Disclosure: The authors have declared that no competing interests existed at the time of publication.
    Disclosure: The authors have declared that no competing interests existed at the time of publication. ×
  • Correspondence to Beula M. Magimairaj: bmagimairaj@uca.edu
  • Editor-in-Chief: Shelley Gray
    Editor-in-Chief: Shelley Gray×
  • Editor: Ron Gillam
    Editor: Ron Gillam×
  • Publisher Note: This article is part of the Clinical Forum: Working Memory in School-Age Children.
    Publisher Note: This article is part of the Clinical Forum: Working Memory in School-Age Children.×
Article Information
Clinical Forum: Working Memory in School-Age Children / Clinical Focus
Clinical Focus   |   July 05, 2018
Working Memory and Auditory Processing in School-Age Children
Language, Speech, and Hearing Services in Schools, July 2018, Vol. 49, 409-423. doi:10.1044/2018_LSHSS-17-0099
History: Received September 19, 2017 , Revised February 22, 2018 , Accepted March 28, 2018
 
Language, Speech, and Hearing Services in Schools, July 2018, Vol. 49, 409-423. doi:10.1044/2018_LSHSS-17-0099
History: Received September 19, 2017; Revised February 22, 2018; Accepted March 28, 2018

Purpose Our goal is to present the relationships between working memory (WM) and auditory processing abilities in school-age children.

Review and Discussion We begin with an overview of auditory processing, the conceptualization of auditory processing disorder, and the assessment of auditory processing abilities in children. Next, we describe a model of WM and a model of auditory processing followed by their comparison. Evidence for the relationships between WM and auditory processing abilities in school-age children follows. Specifically, we present evidence for the association (or lack thereof) between WM/attention and auditory processing test performance.

Clinical Implications In conclusion, we describe a new framework for understanding auditory processing abilities in children based on integrated evidence from cognitive science, hearing science, and language science. We also discuss clinical implications in children that could inform future research.

Acknowledgments
A Hearing Health Foundation's Emerging Research Grant to the authors and a Medical Research Endowment Grant from the University of Arkansas for Medical Sciences to the second author funded the authors' studies cited in this article.
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