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COMPLEX LISTENING SKILLS IN SCHOOL-AGE HARD OF HEARING CHILDREN

学龄听力障碍儿童的复杂听力技能

基本信息

批准号：
10671620
负责人：
Ryan W. McCreery
金额：
$ 56.96万
依托单位：
FATHER FLANAGAN'S BOYS' HOME
依托单位国家：
美国
项目类别：
财政年份：
2013
资助国家：
美国
起止时间：
2013-12-01 至 2025-07-31
项目状态：
未结题

来源：
https://reporter.nih.gov/project-details/10671620
关键词：
Adult Affect Attention Auditory Behavioral Bilateral Hearing Loss Child Child Language Cognitive Complex Data Development Early Intervention Early identification Environment Foundations Frequencies Hearing Aids Individual Individual Differences Intervention Knowledge Language Learning Life Linguistics Long-Term Effects Measures Mediating Mission Modeling Noise Pattern Performance Population Predisposition Process Public Health Research Research Proposals Resolution School-Age Population Sensory Short-Term Memory Signal Transduction Social Environment Speech Stimulus Testing Theoretical model United States United States National Institutes of Health Weight cognitive ability educational atmosphere experience hard of hearing hearing impairment improved individualized medicine information processing insight interest normal hearing novel peer personalized strategies restoration segregation selective attention skills social sound speech in noise speech recognition

项目摘要

PROJECT SUMMARY/ABSTRACT Many children with hearing loss (CHL) now receive early intervention within the first few months of life. Even with early intervention, however, some CHL with hearing aids do not reach their full developmental potential. Challenges are compounded in learning and social environments because most listening environments are characterized by background noise. CHL experience significantly greater difficulty than children with normal hearing (CNH) with understanding speech in noisy situations. CHL who wear hearing aids are an under- studied population, leading to substantial gaps in our knowledge regarding the underlying mechanisms for their speech in noise deficits. A limited understanding of the mechanisms for speech recognition in noise hinders the development of targeted intervention strategies to reduce these deficits. The current proposal will identify factors that underlie variability in speech recognition in noise in school-age CHL who use hearing aids. This proposal is based on the premise that selective attention, working memory, and language support processes that are crucial for speech recognition in noise. The current proposal seeks to test the hypothesis that CHL with better selective attention, working memory, and language abilities will have stronger spectral resolution, perceptual weighting for speech, and less susceptibility to informational masking. Advantages in these skills will be associated with better speech understanding in noise. Three specific aims are proposed: Aim 1. Examine the effects of selective attention, working memory, and spectral resolution on speech recognition in noise. Aim 2. Characterize the effects of selective attention and language on perceptual weighting for speech in noise. Aim 3. Evaluate selective attention as a predictor of speech recognition in speech maskers. In Aim 1, we will examine measures of selective attention, working memory, and spectral resolution on speech recognition in noise for CNH and CHL. We predict that selective attention and working memory support spectral resolution in children, which in turn support speech recognition in noise. In Aim 2, perceptual weighting functions will be measured for speech stimuli that vary in linguistic complexity. We predict that CNH and CHL with stronger selective attention, working memory, and language skills will have perceptual weights concentrated in mid-frequency bands, reflecting mature and selective listening that is less susceptible to noise. In Aim 3, we will assess the effects of selective attention on speech recognition with speech maskers that produce informational masking. We predict that CNH and CHL who have stronger selective attention skills will have less susceptibility to informational masking than peers with poorer skills, but that this effect is mediated by the child's language and working memory abilities. The data generated from this proposal will inform theoretical models regarding speech recognition in CNH and CHL. The proposed studies will also provide empirical evidence for the development of individualized strategies for prescribing hearing aids for children that are based on the child's individual cognitive and linguistic skills.

项目总结/摘要许多听力损失（CHL）儿童现在在出生后的最初几个月内接受早期干预。甚至然而，通过早期干预，一些使用助听器的CHL没有充分发挥其发育潜力。学习和社交环境中的挑战更加复杂，因为大多数听力环境都是以背景噪音为特征。CHL经历比正常儿童更大的困难听力（CNH）与在嘈杂的情况下理解语音。戴助听器的人是一个... 研究人群，导致我们对他们的潜在机制的知识存在巨大差距，噪音缺陷的语言对噪声中语音识别机制的有限理解阻碍了制定有针对性的干预战略，以减少这些赤字。目前的建议将确定使用助听器的学龄CHL在噪声中语音识别变异性的基础因素。这这个建议是基于这样一个前提，即选择性注意、工作记忆和语言支持过程这对噪声中的语音识别至关重要。目前的建议旨在检验CHL与更好的选择性注意力、工作记忆和语言能力将具有更强的光谱分辨率，言语的感知加权，并且对信息掩蔽的敏感性较低。这些技能的优势将与噪声中更好的语音理解相关联。提出了三个具体目标：目标1。研究选择性注意、工作记忆和频谱分辨率对语音识别的影响，噪声目标二。描述选择性注意和语言对语音感知权重的影响噪音。目标3.评价选择性注意力作为言语掩蔽者言语识别的预测因子。在目标1中，我们将研究选择性注意、工作记忆和语音频谱分辨率的测量方法。在噪声中识别CNH和CHL。我们预测，选择性注意和工作记忆支持儿童的频谱分辨率，这反过来又支持噪声中的语音识别。在目标2中，感知加权将针对语言复杂度不同的语音刺激来测量功能。我们预测CNH和CHL 具有较强选择性注意力的人，工作记忆和语言技能将具有知觉权重集中在中频段，反映了成熟和有选择的倾听，不易受噪音影响。在目标3中，我们将评估选择性注意对语音识别的影响，产生信息屏蔽。我们预测，CNH和CHL谁有更强的选择性注意技能将与技能较差的同龄人相比，他们对信息掩蔽的敏感性较低，但这种影响是中介的。孩子的语言和工作记忆能力。本提案产生的数据将告知关于CNH和CHL中语音识别的理论模型。拟议的研究还将提供为儿童开助听器处方制定个性化策略的经验证据，是基于儿童的个人认知和语言技能。