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20Q: The Audiologist as Gatekeeper for Language and Cognition

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1.  Compared to their normal hearing peers, children with hearing loss typically: have smaller vocabularies have less robust mental dictionaries are slower to learn new words all of the above

2.  Learning new words depends on: audibility working memory meaningful opportunities all of the above

3.  What is the relationship between working memory and hearing? hearing has no influence on working memory in general, individuals with more significant hearing loss have less working memory capacity the greater the hearing loss, the more working memory capacity none of the above

4.  Children with hearing loss: develop speechreading earlier than children with normal hearing do not use visual information to help speech understanding display less listening effort than children with normal hearing develop speechreading skills later than their normal hearing peers

5.  Which factor does NOT affect language development in children with hearing loss? Socioeconomic status Language environment Amount of residual hearing Manufacturer or brand of amplification device

6.  Which measure may be useful in determining whether a child with hearing loss is more at risk for problems in developing spoken language? Pure tone average Unaided word recognition score Aided Speech Intelligibility Index Acceptable Noise Level

7.  In order to ensure a child has sufficient access to speech and language, a hearing aid fitting to child must ALWAYS include: a volume control a remote control for the parent/teacher probe microphone verification automatic and adaptive directional microphone technology

8.  Research on theory of mind tasks in children who are deaf shows that: children who are deaf and have hearing parents do not perform as well, indicating hearing loss may impact social skills at a young age children who are deaf and have deaf parents develop theory of mind later than expected theory of mind does not develop at all in children who are deaf theory of mind tasks can be used in determining cochlear implant candidacy

9.  The best way to ensure that children with hearing loss receive maximum audibility with their hearing aids: use the manufacturer defaults for pediatric fitting in the hearing aid fitting software use probe microphone measurements either directly or via RECD at the initial fitting and frequently as the child grows, and calculate the SII use first fit in the manufacturer software, ensure sounds aren’t too loud by observing the child use premium level hearing aids from a leading manufacturer

10.  How does audibility impact cognition in children with hearing loss? better audibility leads to better spoken language outcomes and better language leads to stronger cognition audibility has no impact on cognition audibility does not impact cognitive development in children using cochlear implants none of the above