Interdependence of linguistic and indexical speech perception skills in school-age children with early cochlear implantation.
Interdependence of linguistic and indexical speech perception skills in school-age children with early cochlear implantation.
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DOI：
10.1097/aud.0b013e31828d2bd6
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发表时间：
2013-09
期刊：
影响因子：
3.7
通讯作者：
Nicholas JG
中科院分区：
文献类型：
--
作者：
Geers AE;Davidson LS;Uchanski RM;Nicholas JG
本研究记录了经验丰富的小儿人工耳蜗（CI）用户感知语音的语言属性（说什么）和索引属性（情感意图和谈话者身份）的能力，并检查了语言（LSP）和索引（ISP）感知技能相关的程度。检查了植入前辅助听力、植入时年龄、语音处理器技术、CI辅助阈值、顺序双侧人工耳蜗植入以及与听力同龄人的学术整合与LSP和ISP技能的可能关系。60名9-12奥尔兹，首次植入是在很小的时候（12-38个月），参加了一个综合测试电池，其中包括以下LSP技能：1）识别单音节词在响亮和柔和的水平，2）重复的音素和超音段特征从非词，和3）识别关键字从句子中提出的噪音背景下，和以下ISP技能：1）区分男性和女性以及女性和女性说话者; 2）识别和区分口语句子中的情感内容。一组30名年龄匹配的无听力损失儿童完成了非单词重复，谈话者和情绪感知任务进行比较。单词识别分数随着信号水平的降低而降低，从70 dB SPL时的平均77%正确率降至50 dB SPL时的52%。平均而言，CI用户识别出50%的关键词出现在高于背景噪音9.8 dB的句子中。语音属性重复从非词刺激在大约相同的准确度水平的超分割属性（分别为70%和75%）。大多数CI用户确定的情感内容和差异化的谈话者显着高于机会水平。LSP和ISP测量的分数被合并为单独的主成分分数，这些成分高度相关（r = 0.76）。LSP和ISP组件得分较高的儿童谁收到了CI在最年轻的年龄，升级到最近的CI技术，并有较低的CI辅助阈值。LSP和ISP部分的较高分数也与较高的语言水平和年轻时的主流化有关。较高的ISP分数与较好的社交技能有关。研究结果强烈支持语音感知分析中的索引和语言属性之间的联系。这两个信息通道似乎是由听觉系统并行处理的，在感知中是不可分割的。更好的语言表现，无论是语言和索引的看法，与植入和使用更新的语音处理器技术的年龄较小。具有更好的言语感知的儿童表现出更好的口语，更早的学术主流化，以及在更典型规模的教室（即，>20名学生）。与通过倾听识别单词和句子的能力相比，发达的社交技能与辨别说话者身份和情感的细微差别的能力更密切相关。早期人工耳蜗植入术使这些早期植入的儿童能够利用言语的语言和索引特性的程度不仅影响他们口语的发展，而且影响他们在听觉世界中成功运作的能力。
This study documented the ability of experienced pediatric cochlear implant (CI) users to perceive linguistic properties (what is said) and indexical attributes (emotional intent and talker identity) of speech, and examined the extent to which linguistic (LSP) and indexical (ISP) perception skills are related. Pre-implant aided hearing, age at implantation, speech processor technology, CI-aided thresholds, sequential bilateral cochlear implantation, and academic integration with hearing age-mates were examined for their possible relationships to both LSP and ISP skills. Sixty 9–12 year olds, first implanted at an early age (12–38 months), participated in a comprehensive test battery that included the following LSP skills: 1) recognition of monosyllabic words at loud and soft levels, 2) repetition of phonemes and suprasegmental features from non-words, and 3) recognition of keywords from sentences presented within a noise background, and the following ISP skills: 1) discrimination of male from female and female from female talkers and 2) identification and discrimination of emotional content from spoken sentences. A group of 30 age-matched children without hearing loss completed the non-word repetition, and talker- and emotion-perception tasks for comparison. Word recognition scores decreased with signal level from a mean of 77% correct at 70 dB SPL to 52% at 50 dB SPL. On average, CI users recognized 50% of keywords presented in sentences that were 9.8 dB above background noise. Phonetic properties were repeated from non-word stimuli at about the same level of accuracy as suprasegmental attributes (70% and 75%, respectively). The majority of CI users identified emotional content and differentiated talkers significantly above chance levels. Scores on LSP and ISP measures were combined into separate principal component scores and these components were highly correlated (r = .76). Both LSP and ISP component scores were higher for children who received a CI at the youngest ages, upgraded to more recent CI technology and had lower CI-aided thresholds. Higher scores, for both LSP and ISP components, were also associated with higher language levels and mainstreaming at younger ages. Higher ISP scores were associated with better social skills. Results strongly support a link between indexical and linguistic properties in perceptual analysis of speech. These two channels of information appear to be processed together in parallel by the auditory system and are inseparable in perception. Better speech performance, for both linguistic and indexical perception, is associated with younger age at implantation and use of more recent speech processor technology. Children with better speech perception demonstrated better spoken language, earlier academic mainstreaming, and placement in more typically-sized classrooms (i.e., >20 students). Well-developed social skills were more highly associated with the ability to discriminate the nuances of talker identity and emotion than with the ability to recognize words and sentences through listening. The extent to which early cochlear implantation enabled these early-implanted children to make use of both linguistic and indexical properties of speech influenced not only their development of spoken language, but also their ability to function successfully in a hearing world.