Is there a selective relationship between language functioning and auditory attention in children?

Abstract

This study explores the selectivity of the relationship between auditory attention and language in children. A total of 42 children (16 females) between 7.0 and 10.0 years of age were administered a battery of cognitive, language, and behavioral measures along with 3 auditory and 3 visual continuous performance tests (CPTs). Omission errors on auditory CPTs were related to language skills whereas commission errors on CPTs in both modalities were related to behavioral ratings. The finding of a specific relationship between language functioning and auditory attention indicates that the contribution of auditory attention to language acquisition, processing, and breakdown should be more fully explored.