Imuli on the computer screen and then select a visual target as soon as it appeared on the screen (“Pedro no Acampamento”). The difficulty level varied EnzastaurinMedChemExpress LY317615 according to the Lixisenatide side effects number of distractors and the time limit available to respond. In the tasks involving auditory and visual reactions (from the “cognitivefun.net” website), the children were instructed to click on a green dot in the center of the screen as soon as it appeared fnins.2015.00094 in the visual test and to respond as soon as they heard a sound in the auditory test. The selective attention task involved a dichotic listening paradigm in which each trial comprised a one-target stimulus followed by two dichotic stimuli (“Escuta Ativa”). The children were instructed to choose the right or left symbol on the screen according to the ear in which they heard the target stimulus. The difficulty level varied according to the type of stimulus and the interval between stimuli. The task began with digits, proceeded to words and ended with minimal pair words. Additionally, the interval between the stimuli decreased as the child progressed. The final task was also used to measure the number of blocks played and the progression of each child during the training (compliance measures). Memory training. The memory training get Aviptadil focused on phonological, auditory and visuospatial working memory and all tasks involved working memory recall; some of the tasks were both auditory and visual in nature, allowing cross-modal processing. Additionally, the jir.2012.0140 tasks involved various semantic categories and levels of difficulty. The training was performed with headphones connected to a computer at a comfortable Litronesib custom synthesis volume level for the child and was delivered using two computerized training games (“Escuta Ativa” and “Pedro no Acampamento”) and the “cognitivefun.net” website. During the phonological working memory task, the children were instructed to memorize a sequence of auditory digits and then associate that sequence, in reverse order, with the numbers on the screen (“cognitivefun.net” and “Pedro no Acampamento”). The difficulty level varied according to the number of digits (progressingPLOS ONE | DOI:10.1371/journal.pone.0135422 August 12,6 /Generalization of Auditory and Cognitive Learning in Childrenfrom 3 to 6). During the visual memory task, the children were instructed to memorize a sequence of visual stimuli (shining stones on the screen) and then reproduce that sequence by clicking on the screen directly or indirectly. The difficulty level varied according to the number of stimuli (progressing from 3 to 6) and the interval between stimuli. During the auditory nonverbal memory training task, the children were instructed to memorize a sequence of tones and then reproduce the sequence on a piano on the computer screen (“Escuta Ativa”). The difficulty level varied according to the number of tones (progressing from 3 to 6) and the interval between stimuli. This final task was also used to measure the number of blocks played and the progression of each child during the training (compliance measures). Auditory sensory training. The auditory sensory training focused on the ability to understand speech in noise and on auditory non-verbal skills, frequency discrimination, frequency ordering and backward masking. The training was performed with headphones connected to a laptop computer at a volume level that was comfortable for the child. The training was delivered using the following series of computerized training games: “Escuta Ativa.Imuli on the computer screen and then select a visual target as soon as it appeared on the screen (“Pedro no Acampamento”). The difficulty level varied according to the number of distractors and the time limit available to respond. In the tasks involving auditory and visual reactions (from the “cognitivefun.net” website), the children were instructed to click on a green dot in the center of the screen as soon as it appeared fnins.2015.00094 in the visual test and to respond as soon as they heard a sound in the auditory test. The selective attention task involved a dichotic listening paradigm in which each trial comprised a one-target stimulus followed by two dichotic stimuli (“Escuta Ativa”). The children were instructed to choose the right or left symbol on the screen according to the ear in which they heard the target stimulus. The difficulty level varied according to the type of stimulus and the interval between stimuli. The task began with digits, proceeded to words and ended with minimal pair words. Additionally, the interval between the stimuli decreased as the child progressed. The final task was also used to measure the number of blocks played and the progression of each child during the training (compliance measures). Memory training. The memory training focused on phonological, auditory and visuospatial working memory and all tasks involved working memory recall; some of the tasks were both auditory and visual in nature, allowing cross-modal processing. Additionally, the jir.2012.0140 tasks involved various semantic categories and levels of difficulty. The training was performed with headphones connected to a computer at a comfortable volume level for the child and was delivered using two computerized training games (“Escuta Ativa” and “Pedro no Acampamento”) and the “cognitivefun.net” website. During the phonological working memory task, the children were instructed to memorize a sequence of auditory digits and then associate that sequence, in reverse order, with the numbers on the screen (“cognitivefun.net” and “Pedro no Acampamento”). The difficulty level varied according to the number of digits (progressingPLOS ONE | DOI:10.1371/journal.pone.0135422 August 12,6 /Generalization of Auditory and Cognitive Learning in Childrenfrom 3 to 6). During the visual memory task, the children were instructed to memorize a sequence of visual stimuli (shining stones on the screen) and then reproduce that sequence by clicking on the screen directly or indirectly. The difficulty level varied according to the number of stimuli (progressing from 3 to 6) and the interval between stimuli. During the auditory nonverbal memory training task, the children were instructed to memorize a sequence of tones and then reproduce the sequence on a piano on the computer screen (“Escuta Ativa”). The difficulty level varied according to the number of tones (progressing from 3 to 6) and the interval between stimuli. This final task was also used to measure the number of blocks played and the progression of each child during the training (compliance measures). Auditory sensory training. The auditory sensory training focused on the ability to understand speech in noise and on auditory non-verbal skills, frequency discrimination, frequency ordering and backward masking. The training was performed with headphones connected to a laptop computer at a volume level that was comfortable for the child. The training was delivered using the following series of computerized training games: “Escuta Ativa.Imuli on the computer screen and then select a visual target as soon as it appeared on the screen (“Pedro no Acampamento”). The difficulty level varied according to the number of distractors and the time limit available to respond. In the tasks involving auditory and visual reactions (from the “cognitivefun.net” website), the children were instructed to click on a green dot in the center of the screen as soon as it appeared fnins.2015.00094 in the visual test and to respond as soon as they heard a sound in the auditory test. The selective attention task involved a dichotic listening paradigm in which each trial comprised a one-target stimulus followed by two dichotic stimuli (“Escuta Ativa”). The children were instructed to choose the right or left symbol on the screen according to the ear in which they heard the target stimulus. The difficulty level varied according to the type of stimulus and the interval between stimuli. The task began with digits, proceeded to words and ended with minimal pair words. Additionally, the interval between the stimuli decreased as the child progressed. The final task was also used to measure the number of blocks played and the progression of each child during the training (compliance measures). Memory training. The memory training focused on phonological, auditory and visuospatial working memory and all tasks involved working memory recall; some of the tasks were both auditory and visual in nature, allowing cross-modal processing. Additionally, the jir.2012.0140 tasks involved various semantic categories and levels of difficulty. The training was performed with headphones connected to a computer at a comfortable volume level for the child and was delivered using two computerized training games (“Escuta Ativa” and “Pedro no Acampamento”) and the “cognitivefun.net” website. During the phonological working memory task, the children were instructed to memorize a sequence of auditory digits and then associate that sequence, in reverse order, with the numbers on the screen (“cognitivefun.net” and “Pedro no Acampamento”). The difficulty level varied according to the number of digits (progressingPLOS ONE | DOI:10.1371/journal.pone.0135422 August 12,6 /Generalization of Auditory and Cognitive Learning in Childrenfrom 3 to 6). During the visual memory task, the children were instructed to memorize a sequence of visual stimuli (shining stones on the screen) and then reproduce that sequence by clicking on the screen directly or indirectly. The difficulty level varied according to the number of stimuli (progressing from 3 to 6) and the interval between stimuli. During the auditory nonverbal memory training task, the children were instructed to memorize a sequence of tones and then reproduce the sequence on a piano on the computer screen (“Escuta Ativa”). The difficulty level varied according to the number of tones (progressing from 3 to 6) and the interval between stimuli. This final task was also used to measure the number of blocks played and the progression of each child during the training (compliance measures). Auditory sensory training. The auditory sensory training focused on the ability to understand speech in noise and on auditory non-verbal skills, frequency discrimination, frequency ordering and backward masking. The training was performed with headphones connected to a laptop computer at a volume level that was comfortable for the child. The training was delivered using the following series of computerized training games: “Escuta Ativa.Imuli on the computer screen and then select a visual target as soon as it appeared on the screen (“Pedro no Acampamento”). The difficulty level varied according to the number of distractors and the time limit available to respond. In the tasks involving auditory and visual reactions (from the “cognitivefun.net” website), the children were instructed to click on a green dot in the center of the screen as soon as it appeared fnins.2015.00094 in the visual test and to respond as soon as they heard a sound in the auditory test. The selective attention task involved a dichotic listening paradigm in which each trial comprised a one-target stimulus followed by two dichotic stimuli (“Escuta Ativa”). The children were instructed to choose the right or left symbol on the screen according to the ear in which they heard the target stimulus. The difficulty level varied according to the type of stimulus and the interval between stimuli. The task began with digits, proceeded to words and ended with minimal pair words. Additionally, the interval between the stimuli decreased as the child progressed. The final task was also used to measure the number of blocks played and the progression of each child during the training (compliance measures). Memory training. The memory training focused on phonological, auditory and visuospatial working memory and all tasks involved working memory recall; some of the tasks were both auditory and visual in nature, allowing cross-modal processing. Additionally, the jir.2012.0140 tasks involved various semantic categories and levels of difficulty. The training was performed with headphones connected to a computer at a comfortable volume level for the child and was delivered using two computerized training games (“Escuta Ativa” and “Pedro no Acampamento”) and the “cognitivefun.net” website. During the phonological working memory task, the children were instructed to memorize a sequence of auditory digits and then associate that sequence, in reverse order, with the numbers on the screen (“cognitivefun.net” and “Pedro no Acampamento”). The difficulty level varied according to the number of digits (progressingPLOS ONE | DOI:10.1371/journal.pone.0135422 August 12,6 /Generalization of Auditory and Cognitive Learning in Childrenfrom 3 to 6). During the visual memory task, the children were instructed to memorize a sequence of visual stimuli (shining stones on the screen) and then reproduce that sequence by clicking on the screen directly or indirectly. The difficulty level varied according to the number of stimuli (progressing from 3 to 6) and the interval between stimuli. During the auditory nonverbal memory training task, the children were instructed to memorize a sequence of tones and then reproduce the sequence on a piano on the computer screen (“Escuta Ativa”). The difficulty level varied according to the number of tones (progressing from 3 to 6) and the interval between stimuli. This final task was also used to measure the number of blocks played and the progression of each child during the training (compliance measures). Auditory sensory training. The auditory sensory training focused on the ability to understand speech in noise and on auditory non-verbal skills, frequency discrimination, frequency ordering and backward masking. The training was performed with headphones connected to a laptop computer at a volume level that was comfortable for the child. The training was delivered using the following series of computerized training games: “Escuta Ativa.
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