Auditory closure according to central auditory processing and psycholinguistic skills in adolescents

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Introduction: The process of auditory closure is defined as the ability to complete distorted or missing parts of the acoustic signal and recognize the message in its entirety, is executed daily and should be intact in adolescents. Objectives: To determine the possible alteration of auditory closure...

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Autores principales: Miotti, María Victoria, Maggi, Ana Luz, Villarreal, Analía Vanesa, Neustadt, Nora, Hinalaf, María
Formato: Artículo revista
Lenguaje:Español
Publicado: Universidad Nacional Cba. Facultad de Ciencias Médicas. Secretaria de Ciencia y Tecnología 2019
Materias:
auditory closure
auditory perception
psycholinguistic
adolescent
percepción auditiva
adolescente
psicolingüística
percepção auditiva
Acceso en línea:https://revistas.unc.edu.ar/index.php/med/article/view/21963
Aporte de:
Revistas de la UNC de Universidad Nacional de Córdoba
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record_format ojs
institution Universidad Nacional de Córdoba
institution_str I-10
repository_str R-10
container_title_str Revistas de la UNC
language Español
format Artículo revista
topic auditory closure
auditory perception
psycholinguistic
adolescent
percepción auditiva
adolescente
psicolingüística
adolescente
percepção auditiva
psicolingüística
spellingShingle auditory closure
auditory perception
psycholinguistic
adolescent
percepción auditiva
adolescente
psicolingüística
adolescente
percepção auditiva
psicolingüística
Miotti, María Victoria
Maggi, Ana Luz
Villarreal, Analía Vanesa
Neustadt, Nora
Hinalaf, María
Auditory closure according to central auditory processing and psycholinguistic skills in adolescents
topic_facet auditory closure
auditory perception
psycholinguistic
adolescent
percepción auditiva
adolescente
psicolingüística
adolescente
percepção auditiva
psicolingüística
author Miotti, María Victoria
Maggi, Ana Luz
Villarreal, Analía Vanesa
Neustadt, Nora
Hinalaf, María
author_facet Miotti, María Victoria
Maggi, Ana Luz
Villarreal, Analía Vanesa
Neustadt, Nora
Hinalaf, María
author_sort Miotti, María Victoria
title Auditory closure according to central auditory processing and psycholinguistic skills in adolescents
title_short Auditory closure according to central auditory processing and psycholinguistic skills in adolescents
title_full Auditory closure according to central auditory processing and psycholinguistic skills in adolescents
title_fullStr Auditory closure according to central auditory processing and psycholinguistic skills in adolescents
title_full_unstemmed Auditory closure according to central auditory processing and psycholinguistic skills in adolescents
title_sort auditory closure according to central auditory processing and psycholinguistic skills in adolescents
description Introduction: The process of auditory closure is defined as the ability to complete distorted or missing parts of the acoustic signal and recognize the message in its entirety, is executed daily and should be intact in adolescents. Objectives: To determine the possible alteration of auditory closure according to central auditory processing tests and the psycholinguistic skills in adolescents and; to analyze the relation between the academic performance with central auditory processing tests and psycholinguistic abilities. Methods: A descriptive and transversal study was carried out. 235 adolescents were assessed with normal hearing and without added pathologies. Central auditory processing (CAP) tests from Neustadt et al. and the Illinois Psycholinguistic Aptitude Test (IPAT) to assess psycholinguistic skills (HP). Results: No association was found (p> 0.05) between the specific tests that evaluate the auditory closure (monosyllables with noise and filtered speech of CAP and auditory integration of HP). Regarding academic performance, a statistically significant association was observed (p> 0.05) with three of four psycholinguistic abilities: auditory association, sequential memory and grammatical integration. In turn, there was a significant association between academic performance and one of the four CAP tests: SSW. Conclusion: This research presents an approach on the interrelation between audiological and linguistic tests to detect early alterations in auditory closure in order to arrive at an integral look that contributes to the therapeutics of the problem in adolescents.
publisher Universidad Nacional Cba. Facultad de Ciencias Médicas. Secretaria de Ciencia y Tecnología
publishDate 2019
url https://revistas.unc.edu.ar/index.php/med/article/view/21963
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first_indexed 2022-08-20T01:26:12Z
last_indexed 2022-08-20T01:26:12Z
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spelling I10-R10-article-219632020-03-05T18:52:22Z Auditory closure according to central auditory processing and psycholinguistic skills in adolescents El cierre auditivo según el procesamiento auditivo central y las habilidades psicolingüísticas en adolescentes O fechamento auditivo segundo o processamento auditivo central e as habilidades psicolinguísticas em adolescentes. Miotti, María Victoria Maggi, Ana Luz Villarreal, Analía Vanesa Neustadt, Nora Hinalaf, María auditory closure auditory perception psycholinguistic adolescent percepción auditiva adolescente psicolingüística adolescente percepção auditiva psicolingüística Introduction: The process of auditory closure is defined as the ability to complete distorted or missing parts of the acoustic signal and recognize the message in its entirety, is executed daily and should be intact in adolescents. Objectives: To determine the possible alteration of auditory closure according to central auditory processing tests and the psycholinguistic skills in adolescents and; to analyze the relation between the academic performance with central auditory processing tests and psycholinguistic abilities. Methods: A descriptive and transversal study was carried out. 235 adolescents were assessed with normal hearing and without added pathologies. Central auditory processing (CAP) tests from Neustadt et al. and the Illinois Psycholinguistic Aptitude Test (IPAT) to assess psycholinguistic skills (HP). Results: No association was found (p> 0.05) between the specific tests that evaluate the auditory closure (monosyllables with noise and filtered speech of CAP and auditory integration of HP). Regarding academic performance, a statistically significant association was observed (p> 0.05) with three of four psycholinguistic abilities: auditory association, sequential memory and grammatical integration. In turn, there was a significant association between academic performance and one of the four CAP tests: SSW. Conclusion: This research presents an approach on the interrelation between audiological and linguistic tests to detect early alterations in auditory closure in order to arrive at an integral look that contributes to the therapeutics of the problem in adolescents. Introducción: El proceso de cierre auditivo es definido como la habilidad para completar partes distorsionadas o ausentes de la señal acústica y reconocer el mensaje en su totalidad, se ejecuta a diario y debería estar íntegro en los adolescentes. Objetivos: determinar la posible alteración del cierre auditivo según las pruebas de procesamiento auditivo central y las habilidades psicolingüísticas en los adolescentes y; analizar la relación entre el rendimiento académico con las pruebas de procesamiento auditivo central y con las habilidades psicolingüísticas. Métodos: Se realizó un estudio descriptivo y transversal. Se evaluaron 235 adolescentes con audición normal y sin patologías agregadas. Se aplicaron pruebas de procesamiento auditivo central (PAC) de Neustadt y cols. y el Test Illinois de Aptitudes Psicolingüísticas (ITPA) para evaluar las habilidades psicolingüísticas (HP). Resultados: No se encontró asociación (p>0,05) entre las pruebas específicas que evalúan al cierre auditivo (monosílabos con ruido y habla filtrada de PAC e integración auditiva de HP). Respecto al rendimiento académico se observa asociación estadísticamente significativa (p<0,05) con tres de cuatro habilidades psicolingüísticas: asociación auditiva, memoria secuencial e integración gramatical. A su vez, se observó asociación significativa entre el rendimiento académico y una de las cuatro pruebas de PAC: SSW. Conclusión: Esta investigación presenta una aproximación sobre la interrelación entre pruebas audiológicas y lingüísticas para detectar tempranamente alteraciones en el cierre auditivo a fin de arribar a una mirada integral que aporte a la terapéutica de la problemática en los adolescentes. Introdução: O processo de fechamento auditivo é definido como a capacidade de completar partes distorcidas ou ausentes do sinal acústico e reconhecer a mensagem em sua totalidade, é executado diariamente e na adolescencia esse processo deve ser concluido. Objetivos: determinar a possível alteração do fechamento auditivo de acordo com os testes de processamento auditivo central e habilidades psicolinguísticas em adolescentes e; analisar a relação entre desempenho acadêmico com testes de processamento auditivo central e com habilidades psicolinguísticas. Métodos: Foi realizado um estudo descritivo e transversal. 235 adolescentes com audição normal e sem patologias adicionais foram examinados Testes de processamento auditivo central (PAC) de Neustadt et al. e o Teste de Aptidão Psicolinguística de Illinois (ITPA) para avaliar as habilidades psicolinguísticas (HP). Resultados: Não foi encontrada associação (p> 0,05) entre os testes específicos que avaliam o fechamento auditivo (monossílabos com ruído e fala do PAC filtrada e integração auditiva do HP). Em relação ao desempenho acadêmico, existe associação estatisticamente significante (p <0,05) com três das quatro habilidades psicolinguísticas: associação auditiva, memória sequencial e integração gramatical. Por sua vez, foi observada uma associação significativa entre o desempenho acadêmico e um dos quatro testes do PAC: SSW. Conclusão: Esta pesquisa apresenta uma aproximação sobre a inter-relação entre testes audiológicos e linguísticos para detectar alterações precoces no fechamento auditivo, a fim de chegar a uma visão integral que contribua para a terapêutica do problema em adolescentes. Universidad Nacional Cba. Facultad de Ciencias Médicas. Secretaria de Ciencia y Tecnología 2019-11-19 info:eu-repo/semantics/article info:eu-repo/semantics/publishedVersion application/pdf text/html https://revistas.unc.edu.ar/index.php/med/article/view/21963 Revista de la Facultad de Ciencias Médicas de Córdoba.; Vol. 76 No. 4 (2019); 204-2010 Revista de la Facultad de Ciencias Médicas de Córdoba; Vol. 76 Núm. 4 (2019); 204-2010 Revista da Faculdade de Ciências Médicas de Córdoba; v. 76 n. 4 (2019); 204-2010 1853-0605 0014-6722 10.31053/1853.0605.v76.n4 spa https://revistas.unc.edu.ar/index.php/med/article/view/21963/28211 https://revistas.unc.edu.ar/index.php/med/article/view/21963/28560 Derechos de autor 2019 Universidad Nacional de Córdoba

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