![]() Outside this region, the wild barley is less common and is usually found in disturbed habitats. spontaneum, is abundant in grasslands and woodlands throughout the Fertile Crescent area of Western Asia and northeast Africa, and is abundant in disturbed habitats, roadsides, and orchards. The wild ancestor of domesticated barley, Hordeum vulgare subsp. It is a self-pollinating, diploid species with 14 chromosomes. The Latin word hordeum ( see), used as barley's scientific genus name, is derived from an Indo-European root meaning "bristly" after the long prickly awns of the ear of grain.īarley is a member of the grass family. The word barn, which originally meant "barley-house", is also rooted in these words. The underived word bære survives in the north of Scotland as bere, and refers to a specific strain of six-row barley grown there. The first citation of the form bærlic in the Oxford English Dictionary dates to around 966 CE, in the compound word bærlic-croft. The direct ancestor of modern English barley in Old English was the derived adjective bærlic, meaning "of barley". The Old English word for barley was bere, which traces back to Proto-Indo-European and is cognate to the Latin word farina "flour" ( see corresponding entries). Etymology With and without the outer husk Under a microscope Hordeum transcaucasicum R.E.Regel nom.The results also suggest that performance on behavioral APD tests may be strongly influenced by the child's language levels.Īcoustic reflexes Auditory brainstem responses Auditory processing disorder Children Cognitive skills Diagnostic audiology.Ĭopyright © 2013 Elsevier Ireland Ltd. Physiologic test measures, including acoustic reflex and auditory brainstem response tests, are important indicators of auditory function and may be the only indication of a problem. Results of this study suggest that a purely behavioral test battery may be insufficient to accurately identify all children with auditory processing disorders. Auditory brainstem responses and acoustic reflex thresholds were often abnormal in both groups of children. The groups of children performed similarly on intelligence measures but the children with an APD diagnosis tended to perform more poorly on other cognitive measures. Standardized tests that examined intelligence, academic achievement, language, phonology, memory and attention, and objective tests auditory function included crossed and uncrossed acoustic reflex thresholds and auditory brainstem responses (ABR) were also administered to each child.įorty of the children received an APD diagnosis based on the 5 behavioral tests and 23 did not. Parents/guardians completed surveys about the child's auditory and attention behavior while children completed an audiologic examination that included 5 behavioral tests of auditory processing ability. ![]() Participants were 63 children, 7-17 years of age, who reported listening difficulties in spite of normal hearing thresholds. The present study used a repeated measures design to examine the relationship between a clinical APD diagnosis achieved with behavioral tests used in many clinics, cognitive abilities measured with standardized tests of intelligence, academic achievement, language, phonology, memory and attention and measures of auditory neural integrity as measured with acoustic reflex thresholds and auditory brainstem responses. Auditory processing disorder (APD) in children has been reported and discussed in the clinical and research literature for many years yet there remains poor agreement on diagnostic criteria, the relationship between APD and cognitive skills, and the importance of assessing underlying neural integrity.
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