Language, Learning, and Cognition among Deaf Students with and without Cochlear I

使用和不使用人工耳蜗的聋哑学生的语言、学习和认知 I

• 批准号: 8574501
• 负责人: MARC E MARSCHARK
• 金额: $ 55.86万
• 依托单位: ROCHESTER INSTITUTE OF TECHNOLOGY
• 依托单位国家: 美国
• 财政年份: 2012
• 资助国家: 美国
• 起止时间: 2012-12-01 至 2016-11-30
• 项目状态: 已结题
• 来源: https://reporter.nih.gov/project-details/8574501
• 关键词: Academic achievement; Accounting; Address; Adolescent; Age; Air; Behavioral; Characteristics; Child; Cochlear Implants; Cochlear implant procedure; Cognition; Cognitive; Cognitive Science; Communication; Costs and Benefits; Development; Devices; Emotional; Employment Opportunities; Family; Future; Health; Hearing; Hearing Aids; Hearing Impaired Persons; Heterogeneity; Implant; Individual; Individual Differences; Institution; Knowledge; Language; Language Development; Learning; Measures; Outcome; Participant; Partner in relationship; Patient Self-Report; Population Heterogeneity; Printing; Process; Recording of previous events; Research; Sample Size; Science; Services; Sign Language; Social Functioning; Students; Testing; Vocabulary; aged; cognitive function; college; hearing impairment; innovation; interest; learning ability; literacy; novel strategies; peer; psychologic; public health relevance; reading ability; skills; social; success; tool; visual memory; young adult

DESCRIPTION (provided by applicant): A variety of studies has examined language and reading achievement among children with cochlear implants. Despite huge (and largely unexplained) individual differences in outcomes, children with implants generally perform better in these domains than deaf children without implants, although not as well as hearing age-mates. Beyond spoken language and reading abilities of young children, far less is known about outcomes following cochlear implantation, particularly in older deaf children and youth and among those without cochlear implants. This project will examine relations among various measures of (1) spoken language and sign language skills, (2) verbal and nonverbal cognitive abilities, (3) learning from print and through- the-air (spoken and/or signed) communication, and (4) audiological backgrounds of deaf students (e.g., cochlear implant histories, family communication). Additional variables to be considered in both specific comparisons for each study and in a latent variable path analysis include measures of academic achievement, social-emotional functioning, vocabulary knowledge and reading ability, and deaf students' language and cochlear implant histories. Eight studies utilizing paradigms from cognitive science and communication science will investigate differences in the three primary domains of interest and interactions among them. Three groups of young adults will participate in each study, all three varying in their academic abilities and knowledge of sign language: deaf students with cochlear implants, deaf students without cochlear implants, and hearing students. Analyses of between-group differences, and proportions of variance accounted for by various measures in predicting others will allow the most comprehensive studies to date concerning language, cognition, and learning among deaf students with and without cochlear implants. Results will have specific practical implications for educating deaf students and theoretical implications for greater understanding of interactions of language and cognition among individuals who vary in their access to spoken language. More generally, the results will help to better focus services for individuals with hearing loss, making them more efficient and effective, while enhancing educational and employment opportunities as well as physical and emotional health.

描述(由申请者提供)：各种研究检查了植入人工耳蜗术的儿童的语言和阅读成绩。尽管结果存在巨大的(很大程度上无法解释的)个体差异，但接受植入物的儿童在这些领域的表现通常比没有植入物的聋人儿童更好，尽管不如听力同龄人。除了幼儿的口语和阅读能力，人们对人工耳蜗植入后的结果知之甚少，特别是在年龄较大的聋儿和青年以及那些没有植入人工耳蜗者中。本项目将考察各种测量之间的关系：(1)口语和手语技能，(2)言语和非言语认知能力，(3)从印刷和空中(口语和/或手语)交流中学习，(4)聋生的听力背景(例如，人工耳蜗史，家庭交流)。在每项研究的具体比较和潜在变量通径分析中，需要考虑的其他变量包括学业成就、社会情绪功能、词汇知识和阅读能力的衡量标准，以及聋生的语言和人工耳蜗史。八项利用认知科学和传播学范式的研究将调查三个主要感兴趣领域的差异和它们之间的相互作用。每项研究将有三组年轻人参加，这三组人的学习能力和手语知识都不同：植入人工耳蜗的聋人学生，没有植入人工耳蜗的聋人学生和听力正常的学生。分析群体间的差异，以及各种方法在预测他人时所占的差异比例，将使迄今为止关于耳聋学生的语言、认知和学习的研究变得最全面，无论是否植入人工耳蜗。研究结果将对聋生的教育具有具体的实践意义，对于更好地理解语言和认知之间的相互作用，对于不同的人获得不同的口语具有具体的理论意义。更广泛地说，研究结果将有助于更好地集中为听力损失患者提供服务，使他们更有效率和效力，同时增加教育和就业机会，以及身心健康。