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互动， 以了解促进他们语言发展的日常因素。意义听力损失（HL） 与社会和语言发展的延迟和困难有关。即使有人工耳蜗植入（CI），HL也是一种 改变生活的条件，社会成本高。将HL儿童和正常听力（TH）同龄人纳入学前教育 教室是一个国家标准，但很少有人知道如何早期互动有助于语言的发展 这些孩子。该项目的前提，初步数据的支持，认为语言介导的互动与 同伴和教师在包容性课堂积极影响语言发展的儿童与HL， 他们的同行。创新对教室中儿童和教师运动的时间密集的客观测量 将与连续记录的儿童专用音频记录的自动分析同步。计算 教室内儿童位置和方向的建模将表明儿童何时与他们的孩子进行社会接触。 同伴和老师，肥沃的时期，以语言为媒介的互动。Approach.参加者将包括125名儿童（55 有听力损失的人有人工耳蜗植入或助听器，70名听力正常的人），他们参加了三个 包容性口语教室。儿童将在早期学前班（2岁）、学前班 （3岁）和学前班（4岁）。每个班级将在5年的项目中每年观察一次。 (15唯一类）。社会接触和语言使用的客观测量每月进行两次， 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。 确定在社会接触期间接触伴侣的言语是否纵向预测了对那些 在社会交往中。总的来说，更高水平的社会中介暴露于同伴和老师的讲话， 预测对这些伴侣的更高的言语。社会介导的暴露于声音反应更灵敏的伴侣 语音和语音更复杂的语音被假设产生更高比率的语音更复杂的儿童 演讲目标二。确定在社会接触过程中对伴侣的言语对发展的纵向影响， 儿童的语言能力。儿童对同伴和老师的讲话--特别是语音复杂的 据推测，这与他们评估的语言能力的增加有关。目标3。确定 听力损失是否直接或间接地影响社交过程中对伴侣的言语的纵向发展 接触和评估语言能力。除了测试HL和TH儿童之间的差异外， 目的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（自增强听力以来的时间）等因素而异。 目标3还探讨了其他个体差异的作用，如生物性别和SES指数对模式的影响。 与合作伙伴进行互动演讲，并评估语言能力。严格性和可重复性将得到加强， 使用客观测量、数据驱动的计算模型，以及传播研究工具和去识别数据。

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.