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  • 1.
    Rönnberg, Jerker
    et al.
    Department of Behavioural Sciences and Learning, Linköping University, Linköping, Sweden; Linnaeus Centre HEAD, Swedish Institute for Disability Research, Linköping University, Linköping, Sweden.
    Lunner, Thomas
    Department of Behavioural Sciences and Learning, Linköping University, Linköping, Sweden; Linnaeus Centre HEAD, Swedish Institute for Disability Research, Linköping University, Linköping, Sweden; Department of Clinical and Experimental Medicine, Linköping University, Linköping, Sweden; Eriksholm Research Centre, Oticon A/S, Snekkersten, Denmark.
    Zekveld, Adriana
    Linnaeus Centre HEAD, Swedish Institute for Disability Research, Linköping University, Linköping, Sweden; Department of Audiology/ENT and EMGO+ Institute for Health and Care Research, VU University Medical Center, Amsterdam, Netherlands.
    Sörqvist, Patrik
    University of Gävle, Faculty of Engineering and Sustainable Development, Department of Building, Energy and Environmental Engineering, Buildning science - applied psychology. Linnaeus Centre HEAD, Swedish Institute for Disability Research, Linköping University, Linköping, Sweden.
    Danielsson, Henrik
    Department of Behavioural Sciences and Learning, Linköping University, Linköping, Sweden; Linnaeus Centre HEAD, Swedish Institute for Disability Research, Linköping University, Linköping, Sweden.
    Lyxell, Björn
    Department of Behavioural Sciences and Learning, Linköping University, Linköping, Sweden; Linnaeus Centre HEAD, Swedish Institute for Disability Research, Linköping University, Linköping, Sweden.
    Dahlström, Örjan
    Department of Behavioural Sciences and Learning, Linköping University, Linköping, Sweden; Linnaeus Centre HEAD, Swedish Institute for Disability Research, Linköping University, Linköping, Sweden.
    Signoret, Carine
    Department of Behavioural Sciences and Learning, Linköping University, Linköping, Sweden; Linnaeus Centre HEAD, Swedish Institute for Disability Research, Linköping University, Linköping, Sweden.
    Stenfelt, Stefan
    Linnaeus Centre HEAD, Swedish Institute for Disability Research, Linköping University, Linköping, Sweden; Department of Clinical and Experimental Medicine, Linköping University, Linköping, Sweden .
    Pichora-Fuller, Kathleen
    Linnaeus Centre HEAD, Swedish Institute for Disability Research, Linköping University, Linköping, Sweden; Department of Psychology, University of Toronto, Toronto, ON, Canada; he Toronto Rehabilitation Institute, University Health Network, Toronto, ON, Canada; he Rotman Research Institute, Baycrest Hospital, Toronto, ON, Canada .
    Rudner, Mary
    Department of Behavioural Sciences and Learning, Linköping University, Linköping, Sweden; Linnaeus Centre HEAD, Swedish Institute for Disability Research, Linköping University, Linköping, Sweden.
    The Ease of Language Understanding (ELU) model: theoretical, empirical, and clinical advances2013In: Frontiers in Systems Neuroscience, ISSN 1662-5137, E-ISSN 1662-5137, Vol. 7, article id 31Article, review/survey (Refereed)
    Abstract [en]

    Working memory is important for online language processing during conversation. We use it to maintain relevant information, to inhibit or ignore irrelevant information, and to attend to conversation selectively. Working memory helps us to keep track of and actively participate in conversation, including taking turns and following the gist. This paper examines the Ease of Language Understanding model (i.e., the ELU model, Rönnberg, 2003; Rönnberg et al., 2008) in light of new behavioral and neural findings concerning the role of working memory capacity (WMC) in uni-modal and bimodal language processing. The new ELU model is a meaning prediction system that depends on phonological and semantic interactions in rapid implicit and slower explicit processing mechanisms that both depend on WMC albeit in different ways. It is based on findings that address the relationship between WMC and (a) early attention processes in listening to speech, (b) signal processing in hearing aids and its effects on short-term memory, (c) inhibition of speech maskers and its effect on episodic long-term memory, (d) the effects of hearing impairment on episodic and semantic long-term memory, and finally, (e) listening effort. New predictions and clinical implications are outlined. Comparisons with other WMC and speech perception models are made.

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