Call for Poster Submissions

POSTER ABSTRACT SUBMISSIONS OPEN JUNE 1, 2011 (with opening of registration)—submission details provided at that time
POSTER ABSTACT DEADLINE: JULY 15, 2011
NOTIFICATION OF POSTER ACCEPTANCE BY AUGUST 1, 2011

Attendees are invited to contribute abstracts of poster presentations for the scientific program of the ASC 2011 research conference.  All posters must report the results of original research.  Marketing presentations that promote commercial interests will not be accepted.  Presenters are encouraged to report on very recent work or work in progress.  Contributed abstracts will be reviewed for acceptance or rejection by members of the Advisory Committee.  Depending upon the number of abstracts submitted, there will be either one or two evening sessions devoted to poster presentations during the conference. The Advisory Committee desires the poster presentations to be an integral part of the general scientific program, while still allowing for the intense interaction and exchange that can go on among small numbers of individuals during poster viewing. Posters scheduled for viewing for a particular evening will be available for informal viewing throughout that same day beginning at 8:00 a.m. Authors are only required to be by their posters, however, during the evening. Poster boards (4 ft X 8 ft) and pins will be provided by the conference. 

In addition, to facilitate participation of young scientists and scholars interested in aging and speech communication, a limited number of student scholarships will be available to cover travel and conference expenses. Please see the website section on Student Scholarships for more information.

Click here to submit your poster

Sample Abstract

This study describes the measurement of two cognitive functions, working-memory capacity and sequence learning, in two groups of listeners: young adults with normal hearing (YNH) and elderly adults with impaired hearing (EHI).  The measurement of these two cognitive abilities with a unique, nonverbal technique capable of auditory, visual, and auditory-visual stimulation is described.  The use of simple, easily understood items in the test sequences enabled the measurement of these cognitive abilities in older listeners with no apparent impact of age-related hearing loss on the cognitive measures.  Significant (p < .05) age-related cognitive deficits were observed for all three modes of stimulation and in both working-memory capacity and sequence-learning ability.  The age-related deficits appeared to be greatest, however, for the sequence-learning task.  Within an age group or task, consistent differences in performance across modalities were not observed.  Further, although it was hypothesized that there might be an association between an individual's performance on these cognitive tasks and their performance on various measures of speech-recognition, such an association generally was not observed.  (Work supported, in part, by NIH grant R01-XYZ123.)