![]() ![]() with an average age of 72.8 years (SD 7.9 range 5593 years) and an average education of 14.8 years (SD 2.9 range 320 years). The article discusses the cognitive correlates and the age-related changes in digit span from the biological standpoint. The Reliable Digit Span (RDS) is a well-validated embedded indicator of performance validity. Volunteer participants (n 1183) were distributed over levels of age (13-98 years) and education (5-8, 9-11, and 12+ years). Differences of age and education were predicted by the auditory and visual input scores. The goal of this study is to demonstrate the age-related changes in multimodality digit span under a research design in which level of education is controlled. A 4 x 3 x 2 multivariate analysis of variance showed a significant effect of age and education on a combined score comprising the 11 digit span scores. The slope of the regression line was small but significant. The increase in digit span scores reversed to a decrease with early adulthood. Digit span was measured through 11 scores of the Visual Aural Digit Span Test-Revised on aural or visual stimulation and oral or written response execution, thus allowing for the measurement of intra- and intersensory integration. Volunteer participants (n = 1183) were distributed over levels of age (13-98 years) and education (5-8, 9-11, and 12+ years). No use, distribution or reproduction is permitted which does not comply with these terms.The goal of this study is to demonstrate the age-related changes in multimodality digit span under a research design in which level of education is controlled. The use, distribution or reproduction in other forums is permitted, provided the original author(s) and the copyright owner(s) are credited and that the original publication in this journal is cited, in accordance with accepted academic practice. This is an open-access article distributed under the terms of the Creative Commons Attribution License (CC BY) (). Immediate Effects of (Simulated) Age-Related Hearing Loss on Cognitive Processing and Performance for the Backward-Digit-Span TaskĪn open access version is available from UCL DiscoveryĬopyright © 2022 Füllgrabe and Öztürk. In conclusion, simulated (and, by extrapolation, actual) age-related HL negatively affects cognitive-test performance and may change the composition of the cognitive processes associated with the completion of a cognitive task. In the listening condition simulating moderate HL (as experienced by the average 85-year-old person), BDS performance only correlated with performance on working-memory tests. In the normal-hearing condition, BDS performance correlated positively with both performance on tests of short-term memory and performance on tests of working memory. The results indicated that BDS performance was impaired by a simulated HL representing that of persons aged 75 years and above. the number of digits a person can absorb and recall in correct serial order after hearing them or seeing them. Participants completed the BDS task in several listening conditions, as well as several commonly used visual tests of short-term and working memory. Digit span is a common measure of short-term memory, i.e. In the present study, an impairment-simulation approach, mimicking mild-to-moderate age-related HLs typical for persons aged 65, 75, and 85 years, was used in 19 young normal-hearing participants to evaluate the impact of HL on cognitive performance and the cognitive processes probed by the BDS task. If uncorrected, HL can have immediate assessment-format-related effects on cognitive-test performance and can result, in the long term, in neuroplastic changes impacting cognitive functioning. However, especially in aging research and audiology, persons who are administered the BDS task are often affected by hearing loss (HL). The recall of auditorily presented sequences of digits in reverse order (also known as the Backward Digit Span, BDS) is considered to reflect a person’s information storage and processing abilities which have been linked to speech-in-noise intelligibility. ![]()
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