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Action and interaction in infants with hearing loss, before and after cochlear implantation

听力损失婴儿在人工耳蜗植入前后的行为和互动

基本信息

批准号：
9882975
负责人：
Claire Monroy
金额：
$ 6.53万
依托单位：
OHIO STATE UNIVERSITY
依托单位国家：
美国
项目类别：
财政年份：
2018
资助国家：
美国
起止时间：
2018-03-01 至 2021-03-31
项目状态：
已结题

来源：
https://reporter.nih.gov/project-details/9882975
关键词：
Address Affect Age Age-Months Auditory Behavioral Caregivers Clinical Cochlear Implants Cochlear implant procedure Cognitive Communication Control Groups Cues Demographic Factors Development Early identification Face Goals Growth Head Hearing Hearing Aids Impairment Implant Infant Infant Care Intervention Joints Knowledge Language Language Development Learning Light Link Measures Mediating Methodology Modeling Motor Outcome Parent-Child Relations Parents Pathway interactions Pattern Performance Population Recording of previous events Reporting Research Residual state Role Sensorineural Hearing Loss Social Development Social Interaction Source Testing Time Vision Visual auditory deprivation clinical care clinically relevant cognitive ability cognitive development cognitive function cognitive skill comparison group deaf deafness experience experimental study hearing impairment implantation improved infant outcome innovation language outcome new therapeutic target normal hearing peer sequence learning skills social sound standard of care standardize measure visual tracking

项目摘要

Project Summary One of the primary ways in which infants learn about the world is through their own actions and interactions with other people, particularly parents and caretakers. This project proposal focuses on the cognitive skills that underlie successful parent-child interactions in profoundly deaf infants who receive cochlear implants. Cochlear implantation is currently the leading intervention for infants with profound hearing loss. Cochlear implants (CIs) provide access to sound for deaf populations, enabling spoken language acquisition and the social development that accompanies it. However, not all infants who receive CIs achieve age-appropriate language outcomes. Further, there is an enormous degree of variability in their outcomes, which extends to general cognitive functioning. So far, research aimed at identifying sources of this variability has focused on audiological and demographic factors, but has largely ignored the underlying cognitive factors that guide their learning mechanisms and social interactions. The proposed research will address this gap by investigating action prediction—the ability to visually anticipate goal-directed actions—and joint coordination abilities during parent-child interactions. Action prediction is a nonverbal cognitive skill forms the basis for social-cognitive development but has never been examined deaf infants. This project will use innovative, head-mounted eye- tracking methodology to determine how early deafness affects action and interaction skills in deaf infants (implanted before 18 months of age) and a comparison group of normal-hearing, age-matched controls. We will next examine links between these skills and their receptive and expressive language growth. Deaf infants will be assessed longitudinally before and after cochlear implantation to identify how their action skills change following implantation, and how they compare with the development of hearing infants. Finally, we will relate the outcomes of these experiments to standardized measures of expressive and receptive language, in order to better understand the pathways through which deafness influences language outcomes in CI users. This research will provide important new information for parents and clinicians that will aid in identifying new targets for therapy in order to maximize learning opportunities and successful social interactions for these infants. It will also shed light on the challenges that deaf infants face during parent-child interactions, which can be then used to inform intervention strategies that form part of the clinical care for deaf infants post-implantation. Further, this research will contribute new knowledge about the role of early auditory experiences in cognitive and social development which will be of general relevance to the field of developmental research.

项目概要婴儿了解世界的主要方式之一是通过他们自己的行为和互动与其他人，特别是父母和看护人。该项目提案的重点是认知技能这是接受人工耳蜗的重度聋婴儿成功亲子互动的基础。人工耳蜗植入是目前针对重度听力损失婴儿的主要干预措施。人工耳蜗 (CI) 为聋哑人群提供声音获取机会，促进口语习得和社交与之相伴随的发展。然而，并非所有接受 CI 的婴儿都能获得适合年龄的语言结果。此外，它们的结果存在很大程度的可变性，这延伸到一般情况认知功能。到目前为止，旨在确定这种变异性来源的研究主要集中在听力和人口因素，但在很大程度上忽略了指导他们的潜在认知因素学习机制和社会互动。拟议的研究将通过调查来解决这一差距行动预测——视觉预测目标导向行动的能力——以及过程中的联合协调能力亲子互动。动作预测是一种非语言认知技能，是社会认知的基础但从未检查过耳聋婴儿的发育情况。该项目将使用创新的头戴式眼睛确定早期耳聋如何影响耳聋婴儿的行动和互动技能的跟踪方法（18 个月前植入）和听力正常、年龄匹配的对照组。我们接下来将研究这些技能与其接受性和表达性语言发展之间的联系。聋哑婴儿将在人工耳蜗植入前后进行纵向评估，以确定他们的动作技能如何变化植入后的情况，以及它们与听力婴儿发育的比较。最后，我们将联系这些实验的结果对表达性语言和接受性语言的标准化测量进行了标准化，以便更好地了解耳聋影响 CI 用户语言结果的途径。这研究将为家长和临床医生提供重要的新信息，有助于确定新目标进行治疗，以便最大限度地为这些婴儿提供学习机会和成功的社交互动。它还将揭示聋哑婴儿在亲子互动中面临的挑战，然后可以用于为耳聋婴儿植入后临床护理的一部分提供干预策略。此外，这项研究还将贡献关于早期听觉体验在认知中的作用的新知识。和社会发展，这将与发展研究领域普遍相关。