Auditory perception is defined, here, as the interpretation of sensory
evidence, derived from sound, in terms of the objects and events that
caused the sound. Like other kinds of perception, it involves the use
, not only of sensory evidence, but also of contextual evidence, prior
knowledge, memory, attention, and processing skills. Auditory speech
perception is special because the events to be perceived are those of
language. Similarly, the listener's knowledge base and processing skil
ls must include those related to language in general, and spoken langu
age in particular. The auditory system is complete and functional at b
irth but myelination continues for several years in the higher auditor
y pathways. This pattern of anatomical maturation is reflected in elec
trophysiological responses. Similarly, infants display sophisticated d
iscrimination and recognition ability but psychoacoustic performance d
oes not reach adult levels for several years. Empirical data on the de
velopment of auditory processing are sparse, but much work has been do
ne on auditory speech perception. Infants at 6 months demonstrate the
beginnings of phonemic classification, and performance improves during
childhood in a variety of areas. These include: phonetic contrast per
ception, phoneme recognition, perception of speech in noise, selective
attention, and the use of linguistic context. Experience obviously pl
ays a key role in the development of the knowledge and skills required
for auditory perception in general and auditory speech perception in
particular. It is tempting to assume that the sensory evidence availab
le to the developing child is determined only by the functional integr
ity of the peripheral auditory system, independent of auditory experie
nce. There is, however, increasing evidence in animals of the influenc
e of auditory experience on the organization of the auditory pathways.
Such organization could increase the sensory evidence made available
from patterns of neural excitation produced in the cochlea.