How children with cochlear implants learn speech from their environments

项目摘要 植入人工耳蜗的儿童存在言语和语言延迟的风险，表现比儿童更差 听力正常，几乎所有的言语、语言和读写能力都正常。典型听力儿童 当他们在家里听到更多的语言时，他们的语言能力会更强。但是孩子们 耳蜗植入物在生命的最初几个月和几年中几乎没有听觉输入。目前还不清楚如何 家庭语言环境预测他们的言语结果。 拟议的实验将评估儿童日常语言经验的差异 植入人工耳蜗的人可以预测他们的语言发展。这项研究将提供证据， 指导临床医生和儿科医生推荐促进健康语言的家庭实践 人工耳蜗植入儿童的发育。为了实现这些目标，团队将1）衡量如何 人工耳蜗植入儿童的生产实践预测了他们的口语成熟度。球队 将通过构建一个大规模的，自然主义的音频语料库来评估在数量上的差异， 语音，儿童与无人工耳蜗植入经验，在家里（实验1）。已经 听力损失儿童的家庭语言环境与听力损失儿童的家庭语言环境不同。 听力正常，但很少有工作对植入人工耳蜗的学龄前儿童进行严格的测试。在飞行中， 研究小组发现，植入人工耳蜗的儿童听到的成年人说话的声音比他们听到的要少。 听力正常的同龄人，但他们并不比听力正常的孩子说话少。实验2将 研究人工耳蜗植入儿童的早期语言环境是否能预测言语产生 结果四个月后，研究小组记录了正常儿童的关系 听证会接下来，研究小组将确定日常发声和成人输入的数量 预测人工耳蜗植入儿童的言语辨别能力。该小组将通过进行 在实验室边看边听的眼动实验，以评估不同的辨别困难， 音位对比（实验3）。实验4然后评估如何电池的措施，从语言 人工耳蜗植入儿童的环境预测辨别准确性。 总之，这些研究创新地回答了早期语言经验如何改善的问题 人工耳蜗植入儿童的语音效果。实验室实验与自然主义的结合 儿童日常学习环境的画像将严格隔离家庭的哪些组成部分， 环境对这些孩子的语言发展最有利。更广泛地说，结果将体现 早期语言学习环境（成人输入和自我听觉反馈），并证明如何早期 听觉障碍，如听力损失儿童所经历的听觉障碍，可以通过以下方式得到补救： 家庭语言实践

Project Summary Children with cochlear implants are at risk of speech and language delays, performing worse than children with normal hearing on virtually every measure of speech, language, and literacy. Children with typical hearing have stronger speech-language outcomes when they hear more language in the home. But children with cochlear implants spend the first months and years of life with little to no auditory input. It remains unclear how the home language environment predicts their speech outcomes. The proposed experiments will evaluate how differences in the everyday language experiences of children with cochlear implants predict their speech-language development. This research will produce evidence that can guide clinicians and pediatricians in recommending at-home practices that promote healthy speech-language development in children with cochlear implants. To accomplish these goals, the team will 1) measure how production practice in children with cochlear implants predicts their spoken language maturity. The team will do this by constructing a large-scale, naturalistic audio corpus to evaluate differences in the quantity of speech that children with and without cochlear implants experience in the home (Experiment 1). It has been suggested that the home language environments of children with hearing loss differ from those of children with normal hearing, but little work has rigorously tested this for preschool children with cochlear implants. In piloting, the research team found that children with cochlear implants heard less speech from adult speakers than their normal-hearing peers, but they did not speak less than the children with normal hearing. Experiment 2 will examine whether the early language environments of children with cochlear implants predict speech production outcomes four months later, a relationship that the research team has documented for children with normal hearing. Next, the team will 2) determine how the quantity of everyday vocalizations and adult input predicts speech discrimination skills in children with cochlear implants. The team will do this by conducting in-lab looking-while-listening eye movement experiments to evaluate discrimination difficulty of different phonemic contrasts (Experiment 3). Experiment 4 then evaluates how a battery of measures from the language environments of children with cochlear implants predict discrimination accuracy. Together, these studies innovatively respond to the question of how early language experience may improve speech outcomes for children with cochlear implants. The combination of in-lab experimentation with naturalistic portraits of children’s everyday learning environments will rigorously isolate which components of the home environment are most beneficial for these children’s speech development. More broadly, results will characterize the early language learning environment (adult input and self-auditory feedback) and demonstrate how early auditory disruptions, such as those experienced by children with hearing loss, might be remedied through at- home language practices.