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Journal of Learning Disabilities
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Temporal Resolution of Auditory Perception in Relation to Perception, Memory, and Language Skills in Typical Children

Fritjof Norrelgen

Neuropediatric Unit, Department of Woman and Child Health, Karolinska Institute, Stockholm, fritjof{at}ks.se

Francisco Lacerda

Department of Linguistics, Stockholm University

Hans Forssberg

Neuropediatric Unit, Department of Woman and Child Health, Karolinska Institute, Stockholm

This study examined temporal resolution of auditory perception (TRAP) in relation to speech perception and phonological working memory in one experiment and in relation to measures of rapid naming, understanding of grammatical contrasts, and phonological awareness in a second experiment. In the TRAP test, 6- to 9-year-old children discriminated four pairs of two sine tones, 878 Hz and 1350 Hz, presented in blocks with stepwise decreasing interstimulus intervals from 256 ms to 8 ms. In Experiment 1, weak but significant correlations between TRAP and speech perception and phonological working memory were found, as well as a significantly lower TRAP performance by girls. Experiment 2 indicated a significant relation between TRAP and the phonological awareness task. The results give qualified support to the notion of a weak relationship between TRAP and speech perception and language skills among typical children. However, the gender differences in TRAP performance, the limited variance explained by the regression models, and the finding that only one of the language parameters correlated with TRAP do not support the notion of a causal relationship between language skills and TRAP. The possibility that TRAP is connected to general neurological maturation rather than specifically to language abilities is discussed.

Journal of Learning Disabilities, Vol. 34, No. 4, 359-369 (2001)
DOI: 10.1177/002221940103400411
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Home page
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F. Norrelgen, F. Lacerda, and H. Forssberg
Temporal Resolution of Auditory Perception and Verbal Working Memory in 15 Children with Language Impairment
J Learn Disabil, December 1, 2002; 35(6): 540 - 546.
[Abstract] [PDF]