scholarly journals Cochlear implants before 9 months of age led to more natural spoken language development without increased surgical risks

2019 ◽  
Vol 109 (2) ◽  
pp. 332-341 ◽  
Author(s):  
Eva Karltorp ◽  
Martin Eklöf ◽  
Elisabet Östlund ◽  
Filip Asp ◽  
Bo Tideholm ◽  
...  
Keyword(s):  
Language Development ◽  
Cochlear Implants ◽  
Spoken Language

scholarly journals Brazilian Scale of Hearing and Language Development: Normality Curve for Infants and Children from 0 to 24 Months Old with Normal Hearing

2019 ◽  
Vol 23 (02) ◽  
pp. 131-136
Author(s):  
Claudia Moretti ◽  
Angela Ribas ◽  
Ana Guarinello ◽  
Marine Rosa ◽  
Renato Riesemberg ◽  
...  
Keyword(s):  
Language Development ◽  
Cochlear Implants ◽  
Spoken Language ◽  
Normal Hearing ◽  
Infants And Children ◽  
Deaf People ◽  
Normal Curve ◽  
Technological Resource ◽  
The Impact ◽  
In Infants And Children

Introduction Cochlear implants are currently the most effective technological resource to facilitate access to the hearing world for deaf people. Their use, especially when implanted early in children, reduces the impact of deafness on hearing as well as on the development of spoken language. Objective To validate the first part of the Brazilian Scale of Hearing and Language Development (EDAL-1, in the Portuguese acronym) and to establish the normal curve in infants and children aged between 0 and 24 months old with normal hearing. Method This is an experimental study of a descriptive nature, conducted with 92 infants and children with normal hearing. Every infant/child was evaluated audiologically, and the EDAL-1 was applied to their parents. The responses were categorized by applying the EDAL-1 every 3 months for each child. Results The EDAL-1 was shown to be easily applied by the researcher and easily understood by the parents. It was possible to classify the sample every 3 months and describe the results. The average of the responses found in terms of scores for each age category shows an increasing scale following the evolution of the chronological age: 3 months—34.23 points; 6 months—54.68 points; 9 months—73 points; 12 months—82.5 points; 15 months—87 points; 18 months—91 points; 21 months—92.5 points, and 24 months—95.83 points. Conclusion The normal curve for EDAL-1 was successfully established. The averages can be considered as the standard protocol for normality, serving as a reference for comparison with other populations.

scholarly journals The Role of Statistical Learning in Understanding and Treating Spoken Language Outcomes in Deaf Children With Cochlear Implants

2018 ◽  
Vol 49 (3S) ◽  
pp. 723-739 ◽  
Author(s):  
Joanne A. Deocampo ◽  
Gretchen N. L. Smith ◽  
William G. Kronenberger ◽  
David B. Pisoni ◽  
Christopher M. Conway
Keyword(s):  
Language Development ◽  
Cochlear Implants ◽  
Statistical Learning ◽  
Sequence Learning ◽  
Spoken Language ◽  
Sequential Learning ◽  
Language Outcomes ◽  
Learning Sequence ◽  
Learning Abilities ◽  
Review Articles

Purpose Statistical learning—the ability to learn patterns in environmental input—is increasingly recognized as a foundational mechanism necessary for the successful acquisition of spoken language. Spoken language is a complex, serially presented signal that contains embedded statistical relations among linguistic units, such as phonemes, morphemes, and words, which represent the phonotactic and syntactic rules of language. In this review article, we first review recent work that demonstrates that, in typical language development, individuals who display better nonlinguistic statistical learning abilities also show better performance on different measures of language. We next review research findings that suggest that children who are deaf and use cochlear implants may have difficulties learning sequential input patterns, possibly due to auditory and/or linguistic deprivation early in development, and that the children who show better sequence learning abilities also display improved spoken language outcomes. Finally, we present recent findings suggesting that it may be possible to improve core statistical learning abilities with specialized training and interventions and that such improvements can potentially impact and facilitate the acquisition and processing of spoken language. Method We conducted a literature search through various online databases including PsychINFO and PubMed, as well as including relevant review articles gleaned from the reference sections of other review articles used in this review. Search terms included various combinations of the following: sequential learning, sequence learning, statistical learning, sequence processing, procedural learning, procedural memory, implicit learning, language, computerized training, working memory training, statistical learning training, deaf, deafness, hearing impairment, hearing impaired, DHH, hard of hearing, cochlear implant(s), hearing aid(s), and auditory deprivation. To keep this review concise and clear, we limited inclusion to the foundational and most recent (2005–2018) relevant studies that explicitly included research or theoretical perspectives on statistical or sequential learning. We here summarize and synthesize the most recent and relevant literature to understanding and treating language delays in children using cochlear implants through the lens of statistical learning. Conclusions We suggest that understanding how statistical learning contributes to spoken language development is important for understanding some of the difficulties that children who are deaf and use cochlear implants might face and argue that it may be beneficial to develop novel language interventions that focus specifically on improving core foundational statistical learning skills.

Expressive Spoken Language Development in Deaf Children with Cochlear Implants Who are Beginning Formal Education

2009 ◽  
Vol 11 (1) ◽  
pp. 39-55 ◽  
Author(s):  
Jayne Ramirez Inscoe ◽  
Amanda Odell ◽  
Susan Archbold ◽  
Thomas Nikolopoulos
Keyword(s):  
Language Development ◽  
Cochlear Implants ◽  
Formal Education ◽  
Spoken Language ◽  
Deaf Children

scholarly journals Morphological Accuracy in the Speech of Bimodal Bilingual Children with CIs

2019 ◽  
Vol 24 (4) ◽  
pp. 435-447
Author(s):  
Corina Goodwin ◽  
Diane Lillo-Martin
Keyword(s):  
Language Development ◽  
Sign Language ◽  
Cochlear Implants ◽  
Language Use ◽  
Spoken Language ◽  
Group Differences ◽  
Perceptual Salience ◽  
Signed Language ◽  
Language Exposure

AbstractSign language use in the (re)habilitation of children with cochlear implants (CIs) remains a controversial issue. Concerns that signing impedes spoken language development are based on research comparing children exposed to spoken and signed language (bilinguals) to children exposed only to speech (monolinguals), although abundant research demonstrates that bilinguals and monolinguals differ in language development. We control for bilingualism effects by comparing bimodal bilingual (signing-speaking) children with CIs (BB-CI) to those with typical hearing (BB-TH). Each child had at least one Deaf parent and was exposed to ASL from birth. The BB-THs were exposed to English from birth by hearing family members, while the BB-CIs began English exposure after cochlear implantation around 22-months-of-age. Elicited speech samples were analyzed for accuracy of English grammatical morpheme production. Although there was a trend toward lower overall accuracy in the BB-CIs, this seemed driven by increased omission of the plural -s, suggesting an exaggerated role of perceptual salience in this group. Errors of commission were rare in both groups. Because both groups were bimodal bilinguals, trends toward group differences were likely caused by delayed exposure to spoken language or hearing through a CI, rather than sign language exposure.

Foundations of Language Development in Deaf and Hard-of-Hearing Infants

2020 ◽  
pp. 19-32
Author(s):  
Dani Levine ◽  
Daniela Avelar ◽  
Roberta Michnick Golinkoff ◽  
Kathy Hirsh-Pasek ◽  
Derek M. Houston
Keyword(s):  
Language Development ◽  
Language Learning ◽  
Cochlear Implants ◽  
Hearing Aids ◽  
Hard Of Hearing ◽  
Social Processes ◽  
Effective Interventions ◽  
Hearing Devices ◽  
Language Input ◽  
Hearing Children

Copious evidence indicates that, even in the first year of life, children’s language development is beginning and is impacted by a wide array of cognitive and social processes. The extent to which these processes are dependent on early language input is a critical concern for most deaf and hard-of-hearing (DHH) children, who, unlike hearing children, are usually not immersed in a language-rich environment until effective interventions, such as hearing aids or cochlear implants, are implemented. Importantly, some cognitive and social processes are not dependent on the early availability of language input and begin to develop before children are fitted for hearing aids or cochlear implants. Interventions involving parent training may be helpful for enhancing social underpinnings of language and for maximizing DHH children’s language learning once effective hearing devices are in place. Similarly, cognitive training for DHH children may also provide benefit to bolster language development.

Signed and Spoken Language Development in a Hearing Child of Hearing Parents

1980 ◽  
Vol 1028 (1) ◽  
pp. 239-254 ◽  
Author(s):  
Kathleen M. Holmes ◽  
David W. Holmes
Keyword(s):  
Language Development ◽  
Spoken Language ◽  
Hearing Child ◽  
Hearing Parents

Children With Cochlear Implants Use Semantic Prediction to Facilitate Spoken Word Recognition

2021 ◽  
pp. 1-14
Author(s):  
Christina Blomquist ◽  
Rochelle S. Newman ◽  
Yi Ting Huang ◽  
Jan Edwards
Keyword(s):  
Word Recognition ◽  
Target Word ◽  
Cochlear Implants ◽  
Language Processing ◽  
Spoken Word Recognition ◽  
Spoken Language ◽  
Spoken Word ◽  
Semantic Cues ◽  
Matched Group ◽  
Spoken Language Processing

Purpose Children with cochlear implants (CIs) are more likely to struggle with spoken language than their age-matched peers with normal hearing (NH), and new language processing literature suggests that these challenges may be linked to delays in spoken word recognition. The purpose of this study was to investigate whether children with CIs use language knowledge via semantic prediction to facilitate recognition of upcoming words and help compensate for uncertainties in the acoustic signal. Method Five- to 10-year-old children with CIs heard sentences with an informative verb ( draws ) or a neutral verb ( gets ) preceding a target word ( picture ). The target referent was presented on a screen, along with a phonologically similar competitor ( pickle ). Children's eye gaze was recorded to quantify efficiency of access of the target word and suppression of phonological competition. Performance was compared to both an age-matched group and vocabulary-matched group of children with NH. Results Children with CIs, like their peers with NH, demonstrated use of informative verbs to look more quickly to the target word and look less to the phonological competitor. However, children with CIs demonstrated less efficient use of semantic cues relative to their peers with NH, even when matched for vocabulary ability. Conclusions Children with CIs use semantic prediction to facilitate spoken word recognition but do so to a lesser extent than children with NH. Children with CIs experience challenges in predictive spoken language processing above and beyond limitations from delayed vocabulary development. Children with CIs with better vocabulary ability demonstrate more efficient use of lexical-semantic cues. Clinical interventions focusing on building knowledge of words and their associations may support efficiency of spoken language processing for children with CIs. Supplemental Material https://doi.org/10.23641/asha.14417627

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