Forward masking and cognitive-language skills in children as a function of literacy stage

Detalhes bibliográficos
Autor(a) principal: Fonsêca,Nathália Hollanda da
Data de Publicação: 2021
Outros Autores: Queiroga,Bianca Arruda Manchester de, Montenegro,Ana Cristina de Albuquerque, Menezes,Pedro de Lemos, Menezes,Denise Costa, Griz,Silvana Maria Sobral
Tipo de documento: Artigo
Idioma: eng
Título da fonte: Revista CEFAC (Online)
Texto Completo: http://old.scielo.br/scielo.php?script=sci_arttext&pid=S1516-18462021000300511
Resumo: 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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spelling Forward masking and cognitive-language skills in children as a function of literacy stageEvoked Potentials, Auditory, BrainstemNoiseSpeechChild LanguageCognitionABSTRACT 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.ABRAMO Associação Brasileira de Motricidade Orofacial2021-01-01info:eu-repo/semantics/articleinfo:eu-repo/semantics/publishedVersiontext/htmlhttp://old.scielo.br/scielo.php?script=sci_arttext&pid=S1516-18462021000300511Revista CEFAC v.23 n.3 2021reponame:Revista CEFAC (Online)instname:Centro de Especialização em Fonoaudiologia Clínica (CEFAC)instacron:CEFAC10.1590/1982-0216/20212339121info:eu-repo/semantics/openAccessFonsêca,Nathália Hollanda daQueiroga,Bianca Arruda Manchester deMontenegro,Ana Cristina de AlbuquerqueMenezes,Pedro de LemosMenezes,Denise CostaGriz,Silvana Maria Sobraleng2021-11-16T00:00:00Zoai:scielo:S1516-18462021000300511Revistahttp://www.revistacefac.com.br/https://old.scielo.br/oai/scielo-oai.php||revistacefac@cefac.br1982-02161516-1846opendoar:2021-11-16T00:00Revista CEFAC (Online) - Centro de Especialização em Fonoaudiologia Clínica (CEFAC)false
dc.title.none.fl_str_mv Forward masking and cognitive-language skills in children as a function of literacy stage
title Forward masking and cognitive-language skills in children as a function of literacy stage
spellingShingle Forward masking and cognitive-language skills in children as a function of literacy stage
Fonsêca,Nathália Hollanda da
Evoked Potentials, Auditory, Brainstem
Noise
Speech
Child Language
Cognition
title_short Forward masking and cognitive-language skills in children as a function of literacy stage
title_full Forward masking and cognitive-language skills in children as a function of literacy stage
title_fullStr Forward masking and cognitive-language skills in children as a function of literacy stage
title_full_unstemmed Forward masking and cognitive-language skills in children as a function of literacy stage
title_sort Forward masking and cognitive-language skills in children as a function of literacy stage
author Fonsêca,Nathália Hollanda da
author_facet Fonsêca,Nathália Hollanda da
Queiroga,Bianca Arruda Manchester de
Montenegro,Ana Cristina de Albuquerque
Menezes,Pedro de Lemos
Menezes,Denise Costa
Griz,Silvana Maria Sobral
author_role author
author2 Queiroga,Bianca Arruda Manchester de
Montenegro,Ana Cristina de Albuquerque
Menezes,Pedro de Lemos
Menezes,Denise Costa
Griz,Silvana Maria Sobral
author2_role author
author
author
author
author
dc.contributor.author.fl_str_mv Fonsêca,Nathália Hollanda da
Queiroga,Bianca Arruda Manchester de
Montenegro,Ana Cristina de Albuquerque
Menezes,Pedro de Lemos
Menezes,Denise Costa
Griz,Silvana Maria Sobral
dc.subject.por.fl_str_mv Evoked Potentials, Auditory, Brainstem
Noise
Speech
Child Language
Cognition
topic Evoked Potentials, Auditory, Brainstem
Noise
Speech
Child Language
Cognition
description 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.
publishDate 2021
dc.date.none.fl_str_mv 2021-01-01
dc.type.driver.fl_str_mv info:eu-repo/semantics/article
dc.type.status.fl_str_mv info:eu-repo/semantics/publishedVersion
format article
status_str publishedVersion
dc.identifier.uri.fl_str_mv http://old.scielo.br/scielo.php?script=sci_arttext&pid=S1516-18462021000300511
url http://old.scielo.br/scielo.php?script=sci_arttext&pid=S1516-18462021000300511
dc.language.iso.fl_str_mv eng
language eng
dc.relation.none.fl_str_mv 10.1590/1982-0216/20212339121
dc.rights.driver.fl_str_mv info:eu-repo/semantics/openAccess
eu_rights_str_mv openAccess
dc.format.none.fl_str_mv text/html
dc.publisher.none.fl_str_mv ABRAMO Associação Brasileira de Motricidade Orofacial
publisher.none.fl_str_mv ABRAMO Associação Brasileira de Motricidade Orofacial
dc.source.none.fl_str_mv Revista CEFAC v.23 n.3 2021
reponame:Revista CEFAC (Online)
instname:Centro de Especialização em Fonoaudiologia Clínica (CEFAC)
instacron:CEFAC
instname_str Centro de Especialização em Fonoaudiologia Clínica (CEFAC)
instacron_str CEFAC
institution CEFAC
reponame_str Revista CEFAC (Online)
collection Revista CEFAC (Online)
repository.name.fl_str_mv Revista CEFAC (Online) - Centro de Especialização em Fonoaudiologia Clínica (CEFAC)
repository.mail.fl_str_mv ||revistacefac@cefac.br
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