The Effect of Hearing Loss on Novel Word Learning in Infant- and Adult-Directed Speech.
The Effect of Hearing Loss on Novel Word Learning in Infant- and Adult-Directed Speech.
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DOI：
10.1097/aud.0000000000000455
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发表时间：
2017
期刊：
影响因子：
3.7
通讯作者：
Hay JS
中科院分区：
文献类型：
--
作者：
Robertson VS;von Hapsburg D;Hay JS
对于听力障碍儿童在婴儿和成人引导言语中如何学习新词汇的研究相对较少。婴儿导向言语（IDS）支持相对于成人导向言语（ADS）的典型发育中的婴儿的单词学习。本研究探讨了听力正常儿童和听力障碍儿童在IDS和ADS中学习新词汇的情况。据预测，IDS将支持两组儿童的新单词学习。此外，与HI儿童预计将不太熟练的单词学习者相比，他们的NH同龄人。在16名感觉神经性HI儿童（年龄范围23.2 - 42.1个月）中，使用边看边听范式测量新单词学习，这些儿童佩戴双侧助听器（n = 10）或双侧人工耳蜗植入物（n = 6），16名NH儿童（年龄范围23.1 - 42.1个月）在性别、实际年龄和母亲教育水平方面匹配。词汇学习的两个措施进行了评估（准确性和反应时间）。每个孩子参加了两个实验，大约一个星期，一个在IDS和一个在ADS。两组学生在两种语言类型的条件下都成功地学习了新单词，这一点可以从孩子们看到的正确图片明显高于机会中得到证明。作为一个整体，NH儿童在新词语学习任务中的表现优于HI儿童，但在IDS和ADS上的表现没有显著差异。更细粒度的时间过程分析显示，与NH儿童相比，HI儿童，特别是使用助听器的儿童，在ADS中学习新单词更困难。在HI儿童中观察到的结果模式表明，他们可能需要临床医生和护理人员的支持，通过使用IDS，在新的单词学习。未来的研究应继续侧重于了解这些因素（例如，器械类型和用途、介入年龄、可听度、输入的声学特性等）可能影响HI儿童在IDS和ADS中的单词学习。
Relatively little is known about how young children with hearing impairment (HI) learn novel words in infant- and adult- directed speech. Infant-directed speech (IDS) supports word learning in typically developing infants relative to adult-directed speech (ADS). This study examined how children with normal hearing (NH) and children with HI learn novel words in IDS and ADS. It was predicted that IDS would support novel word learning in both groups of children. In addition, children with HI were expected to be less proficient word learners as compared to their NH peers. A looking-while-listening paradigm was used to measure novel word learning in 16 children with sensorineural HI (age range 23.2–42.1 months) who wore either bilateral hearing aids (n = 10) or bilateral cochlear implants (n = 6) and 16 children with NH (age range 23.1–42.1 months) who were matched for gender, chronological age, and maternal education level. Two measures of word learning were assessed (accuracy and reaction time). Each child participated in two experiments approximately one week apart, one in IDS and one in ADS. Both groups successfully learned the novel words in both speech type conditions, as evidenced by children looking at the correct picture significantly above chance. As a group, children with NH outperformed children with HI in the novel word learning task, however there were no significant differences between performance on IDS vs ADS. More fine-grained time course analyses revealed that children with HI, and particularly children who use hearing aids, had more difficulty learning novel words in ADS, compared to children with NH. The pattern of results observed in the children with HI suggests that they may need extended support from clinicians and caregivers, through the use of IDS, during novel word learning. Future research should continue to focus on understanding the factors (e.g., device type and use, age of intervention, audibility, acoustic characteristics of input, etc.) that may influence word learning in children with HI in both IDS and ADS.