A comparison of thresholds for 1/3-octave filtered clicks and noise bursts in infants and adults

Behavioral thresholds of 6-month-old infants and adults were determined for 1/3-octave filtered clicks and 300-msec noise bursts with center frequencies ranging from .5 to 8 kHz. For noise bursts, differences between infant and adult thresholds were largest at low frequencies and smallest at 8 kHz. For clicks, infants’ thresholds were most like adults’ at 4 kHz, and age differences increased at both lower and higher frequencies. Differences between click and noise thresholds were significantly larger for infants than for adults at .5, 1, and 8 kHz, but not at 2 and 4 kHz. These results suggest that improvements in threshold for long-duration stimuli during infancy may not be accompanied by comparable changes in threshold at short durations. The delayed development of sensitivity to low- and high-frequency clicks appears consistent with maturational trends recently described for the auditory brainstem response.     

Parenting,corpus callosum,and executive function in preschool children

In this longitudinal population-based study (N?=?544), we investigated whether early parenting and corpus callosum length predict child executive function abilities at 4 years of age. The length of the corpus callosum in infancy was measured using postnatal cranial ultrasounds at 6 weeks of age. At 3 years, two aspects of parenting were observed: maternal sensitivity during a teaching task and maternal discipline style during a discipline task. Parents rated executive function problems at 4 years of age in five domains of inhibition, shifting, emotional control, working memory, and planning/organizing, using the Behavior Rating Inventory of Executive Function-Preschool Version. Maternal sensitivity predicted less executive function problems at preschool age. A significant interaction was found between corpus callosum length in infancy and maternal use of positive discipline to determine child inhibition problems: The association between a relatively shorter corpus callosum in infancy and child inhibition problems was reduced in children who experienced more positive discipline. Our results point to the buffering potential of positive parenting for children with biological vulnerability.     

Effect of masker level on infants' detection of tones in noise

In adult listeners, the signal-to-noise ratio at masked threshold remains constant with increases in masker level over a wide range of stimulus conditions. This relationship was examined in 7-month-old infants by obtaining masked thresholds for .5- and 4-kHz tones presented in four levels of continuous masking noise. Adults were also tested for comparison. Masker spectrum levels ranged from 5 to 35 dB/Hz for .5-kHz tones, and from -5 to 25 dB/Hz for 4-kHz stimuli. Thresholds were determined for stimuli of both 10 and 100 msec in duration. The results indicated that infants' performance was more adult-like for 4-kHz stimuli. Although mean thresholds for both 10- and 100-msec, 4-kHz tones were approximately 7 dB higher in infants than in adults, E/N0 at threshold remained essentially constant over the 30-dB range of maskers employed. By contrast, infants' thresholds for .5-kHz tones were exceptionally high at lower levels of the masker. Threshold E/N0 decreased significantly as masker level increased from 5 to 35 dB/Hz, and this decrease was significantly greater for 10- than for 100-msec stimuli. Temporal summation of .5-kHz tones, measured as the difference between thresholds obtained at the two signal durations, was greater for infants than for adults at low levels of the masker. However, because infants' thresholds improved more rapidly with level for 10- than for 100-msec tones, age differences in temporal summation were no longer significant when masker spectrum level was 35 dB/Hz. These results suggest that the relationship between signal-to-noise ratio at masked threshold and level of the masker is dependent on both signal frequency and duration during infancy.     

Effect of masker level on infants’ detection of tones in noise

In adult listeners, the signal-to-noise ratio at masked threshold remains constant with increases in masker level over a wide range of stimulus conditions. This relationship was examined in 7-month-old infants by obtaining masked thresholds for .5- and 4-kHz tones presented in four levels of continuous masking noise. Adults were also tested for comparison. Masker spectrum levels ranged from 5 to 35 dB/Hz for .5-kHz tones, and from ?5 to 25 dB/Hz for 4-kHz stimuli. Thresholds were determined for stimuli of both 10 and 100 msec in duration. The results indicated that infants’ performance was more adultlike for 4-kHz stimuli. Although mean thresholds for both 10- and 100-msec, 4-kHz tones were approximately 7 dB higher in infants than in adults, E/N₀ at threshold remained essentially constant over the 30-dB range of maskers employed. By contrast, infants’ thresholds for .5-kHz tones were exceptionally high at lower levels of the masker. Threshold E/N0 decreased significantly as masker level increased from 5 to 35 dB/Hz, and this decrease was significantly greater for 10- than for 100-msec stimuli. Temporal summation of .5-kHz tones, measured as the difference between thresholds obtained at the two signal durations, was greater for infants than for adults at low levels of the masker. However, because infants’ thresholds improved more rapidly with level for 10- than for 100-msec tones, age differences in temporal summation were no longer significant when masker spectrum level was 35 dB/Hz. These results suggest that the relationship between signal-to-noise ratio at masked threshold and level of the masker is dependent on both signal frequency and duration during infancy.     

Maternal sensitivity in responding during play and children’s pre-mathematical skills: a longitudinal study from infancy to preschool age

This longitudinal study explored how mothers’ sensitivity in responding to their child’s cognitive and emotional needs in infancy and toddlerhood predicts children’s pre-mathematical skills at early preschool age. The sample consisted of 65 mother–child dyads (N = 130 individuals) videotaped during joint play at ages 1;0 and 2;0. The children’s pre-mathematical skills were tested at age 3;0. The path analyses showed that, in infancy, mothers’ autonomy support and scaffolding are more strongly related than emotional support to children’s later performance on spatial and numerical tasks. The findings are discussed in relation to how maternal sensitivity in responding fosters children’s pre-mathematical development in an optimal way.     

Spectral cues provided by the pinna for monaural localization in the horizontal plane

Six subjects located, monaurally, 1.0-kHz-wide noise bursts whose source originated on the side of the functioning ear and whose center frequency ranged from 4.0 through 9.0 kHz (Part 1). Irrespective of their actual locations, the stimuli appeared to migrate from the frontal sector of the arc toward the side as the center frequency was increased above 4.0 kHz. For some subjects, the sounds appeared again in front at the higher center frequencies. Comparable data were obtained with noise bursts 2.0 kHz in width. We referred to these constellations of location judgments, influenced by the frequency composition of the stimuli, as spatial referent maps. In Part 2, we measured, by means of a miniature microphone placed at the entrance of the external ear canal, the pinna amplification function for these same stimuli emanating from the same locations. The results showed a positive relation between the apparent location of noise bursts centered at 6.0 kHz and above and the relative amplification provided by the pinna. Localization performances by two subjects, chosen on the basis of their noncorresponding spatial referent maps, were examined for stimuli of wider bandwidths IPart 3). Their proficiency differed markedly from one another, which we accounted for in terms of different spatial referent maps that were associated with differences in the pinna amplification function.     

Behavioral thresholds for tones during infancy

An adaptive up-down tracking procedure was used in combination with a visually reinforced head turn response to examine auditory sensitivity for 500, 2000, and 8000-Hz tone bursts in infants 6 to 18 months of age. Six- and 10-month-old infants were tested with headphone presentation of stimuli, while 10-, 14, and 18-month-olds were tested in sound field. Infant threshold estimates for both headphone and sound field were within 15 dB of adult comparisons for all frequencies and age groups. Six-month-olds were significantly less sensitive to the 8000-Hz tone than to either of the lower frequency stimuli, but older infants demonstrated approximately equal sensitivity for all three frequencies tested.     

Visual exogenous and endogenous attention and visual memory in preschool children who stutter

PurposeAttention develops gradually from infancy to the preschool years and beyond. Exogenous attention, consisting of automatic responses to salient stimuli, develops in infancy, whereas endogenous attention, or voluntary attention, begins to develop later, in the preschool years. The purpose of this study was to examine (a) exogenous and endogenous attention in young children who stutter (CWS) and children who do not stutter (CWNS) through two conditions of a visual sustained selective attention task, and (b) visual short-term memory (STM) between groups within the context of this task.Method42 CWS and 42 CWNS, ages 3;0–5;5 (years;months), were pair-matched in age, gender (31 males, 11 females per group), and socioeconomic status. Children completed a visual tracking task (Track-It Task; Fisher et al., 2013) requiring sustained selective attention and engaging exogenous and endogenous processes. Following each item, children were asked to recall the item they had tracked, as a memory check.ResultsThe CWS group demonstrated significantly less accuracy in overall tracking and visual memory for the tracked stimuli, compared to the CWNS group. Across groups, the children performed better in sustained selective attention when the target stimuli were more salient (the condition tapping both exogenous and endogenous attention) than when stimuli were less so (the condition tapping primarily endogenous processes).ConclusionsRelative to peers, preschool-age CWS, as a group, display weaknesses in visual sustained selective attention and visual STM.     

Developmental change and cross‐domain links in vocal and musical emotion recognition performance in childhood

Although the configurations of psychoacoustic cues signalling emotions in human vocalizations and instrumental music are very similar, cross‐domain links in recognition performance have yet to be studied developmentally. Two hundred and twenty 5‐ to 10‐year‐old children were asked to identify musical excerpts and vocalizations as happy, sad, or fearful. The results revealed age‐related increases in overall recognition performance with significant correlations across vocal and musical conditions at all developmental stages. Recognition scores were greater for musical than vocal stimuli and were superior in females compared with males. These results confirm that recognition of emotions in vocal and musical stimuli is linked by 5 years and that sensitivity to emotions in auditory stimuli is influenced by age and gender.     

Modality effects and the development of the word length effect in children

Two experiments investigated the development of the word length effect in children aged 4 to 10 years, comparing auditory and visual stimuli. The question addressed was whether word length effects emerged earlier with auditory presentation or visual presentation, or whether they emerged at the same age regardless of presentation modality. Results provided evidence that word length effects emerge earlier with visual than auditory presentation. The implication of our results is that with visual presentation, 4-year-olds engage in some form of verbalization strategy that involves obtaining phonological representations of picture names and mapping them on to articulatory output plans. This strategy is clearly verbal in nature, but is not necessarily characterised as cumulative verbal rehearsal.     

Modality Effects and the Development of the Word Length Effect in Children

Two experiments investigated the development of the word length effect in children aged 4 to 10 years, comparing auditory and visual stimuli. The question addressed was whether word length effects emerged earlier with auditory presentation or visual presentation, or whether they emerged at the same age regardless of presentation modality. Results provided evidence that word length effects emerge earlier with visual than auditory presentation. The implication of our results is that with visual presentation, 4-year-olds engage in some form of verbalisation strategy that involves obtaining phonological representations of picture names and mapping them on to articulatory output plans. This strategy is clearly verbal in nature, but is not necessarily characterised as cumulative verbal rehearsal.     

Age-related changes in contrast sensitivity in central and peripheral retina

Eight young (average age 20.4 years) and eight elderly (average age 64.4 years) observers took part in three experiments designed to study age-related changes in peripheral retinal function. A further eight young (average age 22.3 years) and eight elderly (average age 63.8 years) observers took part in a replication of experiment 3. All observers had normal or better-than-normal visual acuity and no evidence of ocular pathology. All testing was monocular and the eye with better visual acuity was used. In the first experiment contrast sensitivity was measured in central retina and 10 deg temporally, at spatial frequencies of 0.2, 0.8, 2.0, and 5.0 cycles deg-1. Young observers had better contrast sensitivities than older observers, but only at higher spatial frequencies (2.0 and 5.0 cycles deg-1). For both groups, contrast sensitivity was poorer with peripheral presentation of stimuli than with central presentation, but not for the lowest spatial frequency used (0.2 cycle deg-1). In the second experiment observers had to detect the presence of a sharp edge (square-wave luminance profile), while in the third and fourth experiments the target was a "fuzzy' edge (sine-wave profile). Edges were again presented centrally or 10 deg temporally. As expected from the data of experiment 1, young observers were better able to detect the sharp edge than were the older observers in both central and peripheral viewing conditions. For both age groups, edge detection was better during central viewing than during peripheral viewing. However, contrary to expectations based on the results of experiment 1, detection of the fuzzy edge was better for central than for peripheral viewing for both age groups in experiments 3 and 4. The apparent (and expected) equality of performance found in experiment 3 for young and elderly observers in detecting the fuzzy edge was shown to be due to the range of contrast values used. When appropriate contrast values were used in experiment 4, young observers detected fuzzy edges presented in central retina better than did elderly observers. The results of experiment 1 show sparing of the ability to process low spatial frequencies across (i) age and (ii) retinal location, and are discussed in terms of the notion of (i) models of age-related loss of visual function and (ii) cortical magnification. The results of experiments 2, 3, and 4 provide some support for the proposition that the contrast sensitivity of observers may be used to predict their performance on other visual tasks.(ABSTRACT TRUNCATED AT 400 WORDS)     

Naming and categorization in young children: III. Vocal tact training and transfer of function

Following pretraining with everyday objects, 10 children aged from 1 to 4 years were given common vocal tact training with a set of three pairs of arbitrary stimuli of differing shapes; Set 1. Nine children learned to tact one stimulus as "zog" and the other as "vek" in each pair, and all passed subsequent pairwise tests for the corresponding listener behavior to each listener stimulus (i.e., /zog/ and /vek/, respectively). The children were next trained to clap to one stimulus of Pair 1 and wave to the other, and all then showed name-consistent transfer of these behaviors to the stimuli of Pair 2 and Pair 3. Seven children also were given a test of listener responding to experimenter-modeled clap and wave gestures, respectively, which they all passed. Four of the children next participated in a category match-to-sample test for the Set 1 stimuli; all 4 passed. For each pair of two additional six-stimuli sets, Set 2 and Set 3, 3 children were trained to wave to one stimulus and to clap to the other. For each set, all 3 children showed perfect transfer of the vocal tacts trained to Set 1, and of listener behavior both to the auditory stimuli /zog/ and /vek/ and to experimenter-modeled clap and wave gestures. They also sorted the stimuli perfectly in category match-to-sample tests for Set 2, Sets 1 and 2 combined, Set 3, and Sets 1, 2, and 3 combined. The results show that even in very young children, naming is a powerful means of generating new category relations among as many as 18 arbitrary stimuli.     

Sensory Over-Responsivity in Elementary School: Prevalence and Social-Emotional Correlates

Sensory over-responsivity (SOR) towards tactile and auditory input can impact children’s participation in academic and social activities; however the prevalence of SOR behaviors and their relation to social-emotional problems and competence has not been rigorously studied. This study investigated SOR in a representative sample of elementary school-aged children (n = 925, 50% boys, ages 7–11 years) who were followed from infancy. Sixteen percent of parents reported that at least four tactile or auditory sensations bothered their children. Being bothered by certain sensations was common while others were relatively rare. Parents of children with versus without elevated SOR in school-age reported higher frequencies of early and co-occurring internalizing, externalizing, and dysregulation problems, and lower levels of concurrent adaptive social behaviors. Early identification of elevated SOR and assessment of concurrent social-emotional status are important to minimize their impact on social adaptive behaviors at school age.     

The Spectrally Dependent Monotic Component in the Decreasing-Loudness Aftereffect: Implications for Dynamic Auditory Localization

Listeners exposed to a tone increasing in intensity report an aftereffect of decreasing loudness in a steady tone heard afterward. In the present study, the spectral dependence of the monotic decreasing-loudness aftereffect (adapting and testing 1 ear) was compared with (a) the spectral dependence of the interotic decreasing-loudness aftereffect (adapting 1 ear and testing the other ear) and (b) a non-adaptation control condition. The purpose was to test the hypothesis that the decreasing-loudness aftereffect may concern the sensory processing associated with dynamic localization. The hypothesis is based on two premises: (a) dynamic localization requires monaural sensory processing, and (b) sensory processing is reflected in spectral selectivity. Hence, the hypothesis would be supported if the monotic aftereffect were more spectrally dependent and stronger than the interotic aftereffect; A. H. Reinhardt-Rutland (1998) showed that the hypothesis is supported with regard to the related increasing-loudness aftereffect. Two listeners were exposed to a 1-kHz adapting stimulus. From responses of “growing softer” or “growing louder” to test stimuli changing in intensity, nulls were calculated; test carrier frequencies ranged from 0.5 kHz to 2 kHz. Confirming the hypothesis, the monotic aftereffect peaked at around the 1-kHz test carrier frequency. In contrast, the interotic aftereffect showed little evidence of spectrally dependent peaking. Except when test and adaptation carrier frequencies differed markedly, the interotic aftereffect was smaller than the monotic aftereffect.     

The spectrally dependent monotic component in the decreasing-loudness aftereffect: implications for dynamic auditory localization

Listeners exposed to a tone increasing in intensity report an aftereffect of decreasing loudness in a steady tone heard afterward. In the present study, the spectral dependence of the monotic decreasing-loudness aftereffect (adapting and testing 1 ear) was compared with (a) the spectral dependence of the interotic decreasing-loudness aftereffect (adapting 1 ear and testing the other ear) and (b) a non-adaptation control condition. The purpose was to test the hypothesis that the decreasing-loudness aftereffect may concern the sensory processing associated with dynamic localization. The hypothesis is based on two premises: (a) dynamic localization requires monaural sensory processing, and (b) sensory processing is reflected in spectral selectivity. Hence, the hypothesis would be supported if the monotic aftereffect were more spectrally dependent and stronger than the interotic aftereffect; A. H. Reinhardt-Rutland (1998) showed that the hypothesis is supported with regard to the related increasing-loudness aftereffect. Two listeners were exposed to a 1-kHz adapting stimulus. From responses of "growing softer" or "growing louder" to test stimuli changing in intensity, nulls were calculated; test carrier frequencies ranged from 0.5 kHz to 2 kHz. Confirming the hypothesis, the monotic aftereffect peaked at around the 1-kHz test carrier frequency. In contrast, the interotic aftereffect showed little evidence of spectrally dependent peaking. Except when test and adaptation carrier frequencies differed markedly, the interotic aftereffect was smaller than the monotic aftereffect.     

Developmental changes in infants' sensitivity to octave-band noises

Localization responses to octave-band noises with center frequencies at 200, 400, 1000, 2000, 4000, and 10,000 Hz were obtained from infants 6, 12, and 18 months of age. During an experimental trial, an octave-band noise was presented on one of two speakers located 45° to each side of the infant. A head turn to the noise (correct response) was rewarded by activating an animated toy on top of the speaker. The intensity of the noise was varied over trials (method of constant stimuli) to determine thresholds at each center frequency. Thresholds for the lower frequencies were approximately 5–8 db higher in the 6-month-old infants compared to the older infants. However, there were no consistent differences among groups at the higher frequencies. Infant thresholds were found to be 20–30 db higher than adult thresholds at the lower frequencies. At the higher frequencies thresholds for infants were approaching those of adults.     

母亲积极养育行为对儿童顺从行为的早期预测与双向作用:从婴儿到学步儿

顺从是儿童早期重要的社会化成就。传统理论关注父母控制策略对顺从的作用,但实证结果表明其解释率有限;当前理论更加关注积极养育行为在顺从发展中具有发展适宜性的作用机制。本研究采用追踪设计考察了84个家庭从儿童6个月到3岁时母亲的敏感性和鼓励自主两种积极养育行为与学步儿顺从发展的关系。结果表明:(1)1岁前母亲敏感性对学步儿2岁时的合作性顺从有正向预测作用,对2岁到3岁合作性顺从的变化没有预测作用;(2)1岁前母亲敏感性对学步儿2岁时的情境性顺从和2岁到3岁的情境性顺从的变化均有负向预测作用;(3)在2岁到3岁期间,母亲的鼓励自主与学步儿的合作性顺从水平有双向正向预测作用,但与情境性顺从不存在双向预测关系。     

Choral reading with filtered speech: effect on stuttering

This study investigated use of choral reading with filtered components of speech and whispered speech on the frequency of stuttering. Three passages read by a normal adult male were lowpass filtered with kneepoint frequencies at 100 Hz (approximate glottal source), 500 Hz (source and first formant), and 1 kHz (source and the first two formants). Along with a whispered passage, a normal passage, and a control condition, these stimuli were used in a repeated-measures design with 12 adult stutterers as they read passages while listening to one of the stimuli. Frequencies of stuttering in each condition were analyzed. The choral speech, the 500-Hz, the 1-kHz, and the whispered speech conditions all decreased the frequency of stuttering while the 100-Hz stimuli did not. It is suggested that articulatory events, chiefly the encoded speech output from the vocal tract, create effective cues and may induce fluent speech in people who stutter.     

Child Negative Emotionality and Caregiver Sensitivity Across Context: Links with Children's Kindergarten Behaviour Problems

Behavioural adjustment is critical for children's school readiness. This study used data from a nationally representative sample of children from the Early Childhood Longitudinal Study – Birth Cohort. We examined the effects of interactions between children's negative emotionality, maternal sensitivity and preschool teacher sensitivity on children's kindergarten internalizing and externalizing behaviours. Parent report of children's negative emotionality and observations of maternal sensitivity were obtained at age 2 years, teacher sensitivity was observed in preschool and teacher report of children's behaviour problems was obtained in kindergarten. Negative emotionality moderated links between maternal sensitivity, teacher sensitivity and children's internalizing behaviours. For children high in negativity, maternal sensitivity was positively associated with internalizing behaviour in the context of low teacher sensitivity, whereas for children low in negativity, maternal sensitivity was negatively associated with internalizing behaviour. For children high or low in negativity, internalizing behaviour was comparable when teacher sensitivity was high regardless of maternal sensitivity. Maternal sensitivity and teacher sensitivity interacted to predict externalizing behaviour regardless of child negativity. Children who experienced high teacher sensitivity displayed comparable externalizing behaviour regardless of maternal sensitivity. When children experienced low teacher sensitivity, maternal sensitivity was negatively associated with externalizing behaviour. Interactions between child characteristics and caregiving across developmental contexts are discussed. Copyright © 2014 John Wiley & Sons, Ltd.