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Central Auditory Processing: From Diagnosis to Rehabilitation
Published in Stavros Hatzopoulos, Andrea Ciorba, Mark Krumm, Advances in Audiology and Hearing Science, 2020
Maria Isabel Ramos do Amaral, Leticia Reis Borges, Maria Francisca Colella-Santos
With regard to neurological disorders, research involving dichotic listening evidences the fact that such disorders may represent a risk factor for auditory processing disorder or, at least, may lead to differences in the mechanisms involved in this processing compared with the normal population (Da Fontoura et al., 2008; Boscariol et al., 2016).
The Role of the SLP and Assistive Technology in Life Care Planning
Published in Roger O. Weed, Debra E. Berens, Life Care Planning and Case Management Handbook, 2018
Dichotic listening is a noninvasive neuropsychological tool that involves auditory stimuli and is commonly used for assessing cerebral dominance. It involves presenting simultaneous but partially different auditory stimuli to both ears. The attention factors are minimized by requiring subjects to simultaneously attend to both ears and report the stimuli they perceive. When the linguistic material presented in both ears is largely similar and spoken in the same voice, attending to the stimuli from both ears poses processing difficulties. The neurolinguistic implications of these findings are that right ear performance can serve as an index for determining degrees of language lateralization. Strong support for the stronger contralateral auditory projections in dichotic listening came when the dichotic testing results were supported by the observation of the left language lateralization by hemispheric infusion of sodium amobarbital.
Developmental Stuttering
Published in Ivanka V. Asenova, Brain Lateralization and Developmental Disorders, 2018
In the dichotic listening task, two different stimuli are presented simultaneously, one arriving at each ear. In the divided visual field task, a stimulus is presented briefly in either the left or the right visual field. In such presentation, information in left ear/visual field is initially projected to the RH and that in the right ear/field is initially projected to the LH. A right ear/visual field advantage is found for recognizing verbal information and a left ear/visual field advantage is found with non-verbal material information [83, 84].
Dichotic listening using Mandarin CV-words of six plosives and vowel /a/
Published in International Journal of Audiology, 2020
Dichotic listening is a non-invasive procedure to study speech perception related to hemispheric lateralisation or dominance for language (Hugdahl 2011). Typically, two speech stimuli are presented simultaneously but separately to the left and right ears via headphones or earphones. The listener is instructed to recall the sounds heard. Commonly, the set of stimuli consists of monosyllabic words, digits, or consonant–vowel (CV)-syllables. Dichotic listening can serve as a screening tool for auditory processing disorders (Mattsson et al. 2018). In past research, a right-ear advantage (REA) had generally been reported in dichotic listening, showing a bias where listeners correctly recognised more stimuli delivered to the right ear than to the left ear (Bryden 1988; Hugdahl 2003). The existence of a REA, which was more prominent in listeners who were right-handed (Wilson and Leigh 1996), could be explained by the predominance of the contralateral auditory pathways and the speech processing in the left temporal lobe areas (Kimura 1967). Although a REA has been demonstrated in English and other Indo-European languages for decades (Hugdahl 2011), the information of hemispheric lateralisation for Chinese language is limited and conflicting (Hu and Lau 2019). The current paper examined the performance of Mandarin speakers in dichotic listening using a set of Mandarin CV-words.
Dichotic listening training following neurological injury in adults: a pilot study
Published in Hearing, Balance and Communication, 2020
Mary Purdy, Jennifer McCullagh
Dichotic listening occurs when different and competing auditory stimuli are simultaneously presented to each ear, such as what occurs when listening to a conversation in the presence of background noise. In dichotic listening tasks, two different auditory stimuli are presented simultaneously to each ear, and individuals are asked to repeat one (binaural separation) or both of the stimuli (binaural integration). Neuroanatomical and neurophysiological research indicates that when different auditory stimuli are presented simultaneously to each ear, the information crosses over to the contralateral cerebral hemisphere, with ipsilateral inputs automatically inhibited [3,4]. For tasks with a hemispheric dominance (e.g. language), a contralateral advantage is demonstrated. Thus, when linguistic stimuli are presented simultaneously to both ears, auditory input from the right ear has direct access to the contralateral left hemisphere language processing areas, resulting in a right ear advantage (REA) [4,5]. However, when the left hemisphere is damaged, the direct input from the contralateral right ear is compromised. Consequently, the damaged, left hemisphere must rely more on indirect ipsilateral input which often results in a left ear advantage (LEA), particularly when the lesion involves the temporal lobe in the left hemisphere [6–9]. The shift to LEA results in less efficient processing of linguistic information.
Electrophysiological characteristics in children with listening difficulties, with or without auditory processing disorder
Published in International Journal of Audiology, 2019
Tone Stokkereit Mattsson, Ola Lind, Turid Follestad, Kjell Grøndahl, Wayne Wilson, Jude Nicholas, Ståle Nordgård, Stein Andersson
The moderate correlations between auditory sustained attention and the dichotic digits test were consistent with previous reports from children with APD (Gyldenkærne et al. 2014) or suspected of having APD (Sharma, Purdy, and Kelly 2009) and children with attention disorders (Keith and Engineer 1991), indicating that dichotic listening involves some auditory attentional processes. Previous research on dichotic listening has shown the influence of cognitive functions like attention and working memory (Penner et al. 2009; Hugdahl and Westerhausen 2016). It should be noted that Tomlin et al. (2015) found associations between AP tests, working memory and non-verbal IQ, but no associations with attention. Although auditory sustained attention correlated significantly with the DD test in the present study, the correlation was no longer significant when Bonferroni-Holm adjustment was applied.