ObjectivesUnderstanding speech in acoustically-degraded environments can place significant cognitive demands on school-age children, who are developing the cognitive and linguistic skills needed to support this process. Previous studies suggest the speech understanding, word learning and academic performance can be negatively impacted by background noise, but the effect of limited audibility on cognitive processes in children has not been directly studied. The aim of the current study was to evaluated the impact of limited audibility on speech understanding and working memory tasks in school-age children with normal hearing.
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