How children with cochlear implants learn speech from their environments

项目摘要 植入人工耳蜗的儿童有言语和语言延迟的风险，表现比儿童更差 几乎在言语、语言和识字的每一项指标上都有正常的听力。具有典型听力的儿童 当他们在家里听到更多的语言时，他们的语言效果会更好。但是孩子们有 人工耳蜗在生命的最初几个月和几年里几乎没有或几乎没有听觉输入。目前还不清楚是如何 母语环境会预测他们的言语结果。 拟议中的实验将评估儿童日常语言体验的差异 通过植入人工耳蜗预测他们的言语语言发展。这项研究将提供证据，证明 指导临床医生和儿科医生推荐促进健康语言的居家实践 人工耳蜗术后儿童的发育状况。为了实现这些目标，团队将衡量如何 人工耳蜗植入儿童的生产实践预测了他们的口语成熟度。该队 我将通过构建一个大规模的、自然的音频语料库来评估 植入和不植入人工耳蜗的儿童在家中的言语体验(实验1)。一直以来 提示听力损失儿童的家庭语言环境与听力损失儿童不同。 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测试。在试航中， 研究小组发现，植入人工耳蜗的儿童从成年说话者那里听到的语言比他们的 听力正常的同龄人，但他们说话的次数并不比听力正常的孩子少。实验2将 检查植入人工耳蜗的儿童的早期语言环境是否能预测言语产生 四个月后的结果，研究小组记录了一种关系，适用于正常儿童 听证。接下来，研究小组将确定日常发声和成人输入的数量 预测植入人工耳蜗的儿童的言语辨别能力。该团队将通过以下方式实现这一点 实验室内边看边听眼动实验评价不同个体的辨别难度 音位对比(实验3)。然后，实验4评估了一组来自语言的测量 植入人工耳蜗的儿童的环境可以预测辨别的准确性。 总而言之，这些研究创新性地回答了早期语言体验如何改善的问题 人工耳蜗术后儿童的言语结果。实验室实验与自然主义相结合 儿童日常学习环境的肖像将严格隔离家庭的哪些组成部分 环境对这些儿童的语言发展最为有利。更广泛地说，结果将成为 早期语言学习环境(成人输入和自我听觉反馈)，并演示多早 听力障碍，例如患有听力损失的儿童所经历的，可以通过以下方式补救- 家庭语言练习。

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.