Audibility, Sensory Aids and Cognition as Factors in Children's Speech Perception

听力、感官辅助和认知作为儿童言语感知的因素

• 批准号: 8097245
• 负责人: Lisa Surber Davidson
• 金额: $ 16.21万
• 依托单位: WASHINGTON UNIVERSITY
• 依托单位国家: 美国
• 财政年份: 2007
• 资助国家: 美国
• 起止时间: 2007-08-21 至 2013-12-31
• 项目状态: 已结题
• 来源: https://reporter.nih.gov/project-details/8097245
• 关键词: Address; Affect; Age; Attention; Audiology; Child; Cochlear Implants; Cognition; Cognitive; Cognitive Science; Competence; Comprehension; Data; Development; Devices; Early identification; Environment; Exhibits; Growth; Hearing; Hearing Aids; Impairment; Investigation; Language; Language Development; Language Disorders; Lead; Learning; Linguistics; Long-Term Effects; Measures; Mediating; Memory; Modeling; Noise; Partner in relationship; Patients; Process; Reading; Relative (related person); Scientist; Sensorineural Hearing Loss; Sensory; Sensory Aids; Short-Term Memory; Speech; Speech Perception; Testing; Time; To specify; Verbal Learning; Vocabulary; auditory deprivation; base; cognitive system; digital; hearing impairment; improved; interdisciplinary approach; multidisciplinary; novel; operation; sensory integration; skills; success; syntax

DESCRIPTION (provided by applicant): One of the most profound differences between hearing-impaired and normal-hearing children is the rate of vocabulary acquisition. Typically developing children with normal hearing can learn more than 2 new words per day and have a vocabulary of 4,000-5,000 words by age 5. This is in stark contrast to the child with significant hearing loss who may have a vocabulary as small as 500 words at age 5 (Bloom, 2000; Conrad, 1979). These deficits in vocabulary acquisition will impact development of higher level language abilities including syntax, word segmentation and ultimately reading comprehension. Understanding and ameliorating deficits in vocabulary size can not only lead to improved word recognition but can also accelerate the acquisition of other linguistic competencies that are essential for communicative and academic success. Specific Aim 1 will determine the sensory, perceptual, and cognitive factors that mediate vocabulary acquisition in hearing impaired (50 children age 6-7 years with cochlear implants or digital hearing aids;50 normal hearing age mates will be compared on all measures). Hypotheses to be tested (D1.1-D1.3) are based on the idea that receptive vocabulary in hearing-impaired children requires the efficient operation and integration of sensory, perceptual, and cognitive abilities. Hearing impaired children's ability to perceive speech in every day environments (background noise and at all levels of speech from soft to loud) facilitates the child's ability to "overhear" language and promotes increased receptive vocabulary size through novel word learning (implicit learning). The less proficient a child is in perceiving speech in demanding listening conditions the more difficulty he/she will exhibit retaining information in working memory. Shortened memory span will influence explicit verbal learning and contribute to delayed vocabulary acquisition as measured by receptive vocabulary size. Hypotheses (D2.1 & D2.2) for Specific Aim 2 will address the variability in rate of language growth in children that have received early identification and device use by obtaining longitudinal data examining the long-term effects of speech perception and developing cognitive skills on vocabulary size. This study will use an integrated multidisciplinary approach to examine the interaction between perceptual and cognitive mechanisms in understanding and improving the linguistic skills of hearing impaired children.

描述（由申请人提供）：听力受损儿童和听力正常儿童之间最深刻的差异之一是词汇习得率。听力正常的儿童每天可以学习2个以上的新单词，到5岁时词汇量达到4000 - 5000个单词。这与严重听力损失的儿童形成鲜明对比，他们在5岁时的词汇量可能只有500个单词（Bloom，2000; Conrad，1979）。这些词汇习得的缺陷将影响更高层次语言能力的发展，包括句法、分词和最终的阅读理解。理解和改善词汇量的不足不仅可以提高单词识别能力，还可以加速获得对交际和学术成功至关重要的其他语言能力。具体目标1将确定介导听力受损患者词汇习得的感觉、知觉和认知因素（50名6-7岁植入人工耳蜗或数字助听器的儿童;50名听力正常的同龄人将在所有测量方面进行比较）。待检验的假设（D1.1-D1.3）是基于这样一种观点，即听障儿童的接受性词汇需要感觉、知觉和认知能力的有效运作和整合。听力受损儿童在日常环境中感知言语的能力（背景噪音和从柔和到响亮的所有级别的言语）促进了儿童“无意中听到”语言的能力，并通过新单词学习（内隐学习）促进了接受性词汇量的增加。一个孩子在要求很高的听力条件下感知言语的能力越差，他/她在工作记忆中保留信息的难度就越大。记忆广度的缩短会影响外显言语学习，并导致接受性词汇量测量的词汇习得延迟。具体目标2的假设（D2.1和D2.2）将通过获得纵向数据来研究言语感知和认知技能发展对词汇量的长期影响，从而解决接受早期识别和设备使用的儿童语言增长率的变化。本研究将采用综合多学科的研究方法，探讨知觉和认知机制在理解和提高听障儿童语言技能中的相互作用。

项目成果

Cochlear implant characteristics and speech perception skills of adolescents with long-term device use.

长期使用设备的青少年的人工耳蜗植入特征和语音感知技能。

• DOI: 10.1097/mao.0b013e3181eb320c
• 发表时间: 2010-10
• 期刊: Otology & neurotology : official publication of the American Otological Society, American Neurotology Society [and] European Academy of Otology and Neurotology
• 作者: Davidson LS;Geers AE;Brenner C
• 通讯作者: Brenner C

A longitudinal study of speech perception skills and device characteristics of adolescent cochlear implant users.

青少年人工耳蜗使用者的言语感知技能和设备特征的纵向研究。

• DOI: 10.3766/jaaa.23.5.5
• 发表时间: 2012
• 期刊: Journal of the American Academy of Audiology
• 影响因子: 1.2
• 作者: Robinson,ElizabethJ;Davidson,LisaS;Uchanski,RosalieM;Brenner,ChristineM;Geers,AnnE
• 通讯作者: Geers,AnnE