Language Development and Social Interaction in Children with Hearing Loss

项目摘要 该项目使用客观测量的纵向数据来捕捉听力损失儿童的声音交互作用。 以了解促进他们语言发展的日常因素。意义重大。听力损失(HL)是 与社交和语言发展方面的延迟和困难有关。即使植入人工耳蜗术(CI)，HL也是一种 改变生活的条件和高昂的社会成本。包括患有HL的儿童和学龄前儿童的典型听力(TH)同龄人 课堂教学是一项国家标准，但关于早期互动对语言发展的影响却知之甚少 这些孩子。该项目前提由初步数据支持，认为语言与 包容性课堂中的同伴和教师对HL和HL儿童的语言发展都有积极的影响 他们的同龄人。创新。对学生和教师在教室中的活动进行时间密集的客观测量 将与连续录制的儿童专用音频录音的自动分析同步。计算型 对孩子在教室里的位置和方向的建模将表明孩子们何时与他们的 同龄人和老师，语言互动的肥沃时期。接近。参与者将包括125名儿童(55名 有听力损失的人有人工耳蜗植入或助听器，70人有典型听力)，这些人参加了三个 包容性口语教室。儿童将在早期学前班(2岁)，学前班进行纵向观察 (3岁)和学前班(4岁)。每节课将在五年的项目中每年进行一次观察。 (15个独特的班级)。社会接触和语言使用的客观测量每月进行两次，同时进行标准化 接受/表达语言能力的评估在学年开始和结束时进行。目标1。 确定在社交接触期间接触到伴侣的言语是否纵向上预测了对 在社会接触中的伴侣。总体而言，更高水平的社会中介接触同行和教师的言论是 假设是为了预测对这些伙伴的更高语气。通过社交媒介接触到更具声音响应性的伴侣 语音和更复杂的语音被假设会产生更高的比率，更复杂的语音 演讲。目的2.确定在社会接触中对伴侣的言语对发展的纵向影响 儿童的语言能力。儿童对同龄人和老师的演讲--特别是在语音方面更加复杂 言语--假设与他们评估的语言能力的提高有关。目标3.确定 听力损失是否直接或间接地影响社交活动中对伴侣言语的纵向发展 联系并评估语言能力。除了测试HL和TH儿童之间的差异外， 目标3探讨社会中介的声音互动与语言发展之间的联系 HL儿童的能力因听力年龄(听力增强后的时间)等因素而有所不同。 目标3还探讨了其他个体差异，如生物学性别和社会经济地位指数对模式的作用 与合作伙伴进行互动演讲，并评估语言能力。严谨性和可重复性将通过 使用客观测量、数据驱动的计算模型以及传播研究工具和已确定的数据。

Project Summary This project uses objectively measured, longitudinal data to capture the vocal interactions of children with hearing loss in order to understand everyday factors that facilitate their language development. Significance. Hearing loss (HL) is associated with delays and difficulties in social and language development. Even with cochlear implantation (CI), HL is a life-altering condition with high social costs. Inclusion of children with HL and typically hearing (TH) peers in preschool classrooms is a national standard, but little is known about how early interaction contributes to the language development of these children. The project premise, supported by preliminary data, holds that language-mediated interactions with peers and teachers in inclusive classrooms positively influences the language development of both children with HL and their TH peers. Innovation. Temporally intensive, objective measurements of child and teacher movement in classrooms will be synchronized with automated analysis of continuously recorded, child-specific audio recordings. Computational modeling of child location and orientation within classrooms will indicate when children are in social contact with their peers and teachers, fertile periods for language-mediated interaction. Approach. Participants will include 125 children (55 with hearing loss who have cochlear implants or hearing aids, and 70 with typical hearing) who are enrolled in three inclusive oral language classrooms. Children will be observed longitudinally in an early preschool (2-year-old), preschool (3-year-old), and pre-kindergarten (4-year-old) classes. Each class will be observed once per year over the 5 year project. (15 unique classes). Objective measurements of social contact and language use occur twice a month while standardized assessments of receptive/expressive language competencies occur at the beginning and end of the school year. Aim 1. Determine whether exposure to partner speech during periods of social contact longitudinally predicts speech to those partners during social contact. Overall, higher levels of socially mediated exposure to peer and teacher speech are hypothesized to predict higher speech to those partners. Socially mediated exposure to more vocally responsive partner speech and more phonemically complex speech is hypothesized to yield higher rates of more phonemically complex child speech. Aim 2. Determine the longitudinal influence of speech to partners during social contact on the development of children's language competencies. Children's speech to peers and teachers—particularly more phonemically complex speech—is hypothesized to be associated with increases in their assessed language competencies. Aim 3. Determine whether hearing loss directly or indirectly impacts the longitudinal development of speech to partners during social contact and assessed language competencies. In addition to testing for differences between children with HL and TH, Aim 3 explores whether associations between socially mediated vocal interactions and the development of language competencies differs among children with HL on the basis of factors such as hearing age (time since augmented hearing). Aim 3 also explores the role of other individual differences such as biological sex and SES indices on patterns of interactive speech with partners and assessed language competencies. Rigor and reproducibility will be enhanced by the use of objective measurement, data-driven computational models, and dissemination of study tools and de-identified data.