scholarly journals Improved perception of speech in noise and Mandarin tones with acoustic simulations of harmonic coding for cochlear implants

2012 ◽  
Vol 132 (5) ◽  
pp. 3387-3398 ◽  
Author(s):  
Xing Li ◽  
Kaibao Nie ◽  
Nikita S. Imennov ◽  
Jong Ho Won ◽  
Ward R. Drennan ◽  
...  
Keyword(s):  
Cochlear Implants ◽  
Speech In Noise ◽  
Mandarin Tones ◽  
Harmonic Coding

scholarly journals Developmental Links Between Speech Perception in Noise, Singing, and Cortical Processing of Music in Children with Cochlear Implants

2018 ◽  
Vol 36 (2) ◽  
pp. 156-174 ◽  
Author(s):  
Ritva Torppa ◽  
Andrew Faulkner ◽  
Teija Kujala ◽  
Minna Huotilainen ◽  
Jari Lipsanen
Keyword(s):  
Speech Perception ◽  
Cochlear Implants ◽  
Musical Instrument ◽  
Noise Performance ◽  
Speech Perception In Noise ◽  
Speech In Noise ◽  
Brain Responses ◽  
Time Period ◽  
Musical Sounds ◽  
Auditory Skills

The perception of speech in noise is challenging for children with cochlear implants (CIs). Singing and musical instrument playing have been associated with improved auditory skills in normal-hearing (NH) children. Therefore, we assessed how children with CIs who sing informally develop in the perception of speech in noise compared to those who do not. We also sought evidence of links of speech perception in noise with MMN and P3a brain responses to musical sounds and studied effects of age and changes over a 14–17 month time period in the speech-in-noise performance of children with CIs. Compared to the NH group, the entire CI group was less tolerant of noise in speech perception, but both groups improved similarly. The CI singing group showed better speech-in-noise perception than the CI non-singing group. The perception of speech in noise in children with CIs was associated with the amplitude of MMN to a change of sound from piano to cymbal, and in the CI singing group only, with earlier P3a for changes in timbre. While our results cannot address causality, they suggest that singing and musical instrument playing may have a potential to enhance the perception of speech in noise in children with CIs.

Auditory selective attention and speech-in-noise in cochlear implants

2021 ◽  
Vol 150 (4) ◽  
pp. A339-A339
Author(s):  
Jae Hee Lee ◽  
Mallory Orr ◽  
Hwan Shim ◽  
Inyong Choi
Keyword(s):  
Selective Attention ◽  
Cochlear Implants ◽  
Auditory Selective Attention ◽  
Speech In Noise

scholarly journals Verbal Working Memory in Children With Cochlear Implants

2017 ◽  
Vol 60 (11) ◽  
pp. 3342-3364 ◽  
Author(s):  
Susan Nittrouer ◽  
Amanda Caldwell-Tarr ◽  
Keri E. Low ◽  
Joanna H. Lowenstein
Keyword(s):  
Working Memory ◽  
Phonological Awareness ◽  
Cochlear Implants ◽  
Fourth Graders ◽  
Verbal Working Memory ◽  
Normal Hearing ◽  
Vocabulary Knowledge ◽  
Second Grade ◽  
Speech In Noise ◽  
Serial Recall Task

Purpose Verbal working memory in children with cochlear implants and children with normal hearing was examined. Participants Ninety-three fourth graders (47 with normal hearing, 46 with cochlear implants) participated, all of whom were in a longitudinal study and had working memory assessed 2 years earlier. Method A dual-component model of working memory was adopted, and a serial recall task measured storage and processing. Potential predictor variables were phonological awareness, vocabulary knowledge, nonverbal IQ, and several treatment variables. Potential dependent functions were literacy, expressive language, and speech-in-noise recognition. Results Children with cochlear implants showed deficits in storage and processing, similar in size to those at second grade. Predictors of verbal working memory differed across groups: Phonological awareness explained the most variance in children with normal hearing; vocabulary explained the most variance in children with cochlear implants. Treatment variables explained little of the variance. Where potentially dependent functions were concerned, verbal working memory accounted for little variance once the variance explained by other predictors was removed. Conclusions The verbal working memory deficits of children with cochlear implants arise due to signal degradation, which limits their abilities to acquire phonological awareness. That hinders their abilities to store items using a phonological code.

scholarly journals Investigating Quick Speech-in-Noise Comprehension in Adult Bimodal Users

2021 ◽  
Author(s):  
Javad Fakhri ◽  
Nematollah Rouhbakhsh ◽  
Reza Hoseinabadi ◽  
Farzaneh Fatahi ◽  
Mahsa Sepehernejad ◽  
...  
Keyword(s):  
Cochlear Implants ◽  
High Frequency ◽  
Speech Comprehension ◽  
Signal To Noise ◽  
Average Percentage ◽  
Speech In Noise ◽  
Adult Participants ◽  
Frequency Components ◽  
The Right ◽  
Technological Limitations

Introduction: The use of cochlear implants, due to technological limitations, causes problems in speech comprehension in the presence of noise. This study aimed to evaluate the speech-in- noise (SIN) comprehension with emphasis on high-frequency components between users of different bimodal adult. Materials and Methods: This study was conducted on 33 adult participants with a mean age of 36 years using bimodal (cochlear implant in one ear and hearing aid in another ear: CI/HA) style of different companies. Quick SIN with emphasis on high-frequency components was performed on the participants using an audiometer, an amplifier, and one speaker. Results: Comparing the average percentage of correct answers from the word recognition test in the presence of noise in bimodal users showed that the Cochlear brand provides a better signal-to-noise (SNR) compare to other brands. Our result shows that bimodal users of Advance bionic and Med-El groups have better performance in speech recognition than other brands. Conclusion: Bimodal users of Advance bionic and Med-El have better SNR loss than other brands. Besides, further studies on different ages can be helpful to make the right decision in this regard.

The Acquisition of Mandarin Tonal Processes by Children With Cochlear Implants

2019 ◽  
Vol 62 (5) ◽  
pp. 1309-1325 ◽  
Author(s):  
Ping Tang ◽  
Ivan Yuen ◽  
Nan Xu Rattanasone ◽  
Liqun Gao ◽  
Katherine Demuth
Keyword(s):  
Cochlear Implants ◽  
Normal Hearing ◽  
Lexical Tone ◽  
Tone Sandhi ◽  
Lexical Tones ◽  
Pitch Information ◽  
Neutral Tone ◽  
Mandarin Tones ◽  
Hearing Children ◽  
Naming Tasks

Purpose Children with cochlear implants (CIs) face challenges in acquiring tonal languages, as CIs do not efficiently code pitch information. Mandarin is a tonal language with lexical tones and tonal processes such as neutral tone and tone sandhi, exhibiting contextually conditioned tonal realizations. Previous studies suggest that early implantation and long CI experience facilitate the acquisition of lexical tones by children with CIs. However, there is lack of acoustic evidence on children's tonal productions demonstrating that this is the case, and it is unclear whether and how children with CIs are able to acquire contextual tones. This study therefore examined the acoustic realization of both lexical tones and contextual tones as produced by children fitted with CIs, exploring the potential effects of age at implantation and length of CI experience on their acquisition of the Mandarin tonal system. Method Seventy-two Mandarin-learning preschoolers with CIs, varying in age at implantation (13–42 months) and length of CI experience (2–49 months), and 44 normal hearing 3-year-old controls were recruited. Tonal productions were elicited from both groups using picture-naming tasks and acoustically compared. Results Only the early implanted group (i.e., implanted before the age of 2 years) produced normal-like lexical tones and generally had contextual tones approximating those of the normal-hearing children. The other children, including those with longer CI experience, did not have typical tonal productions; their pitch patterns for lexical tones tended to be flatter, and contextual tone productions were unchanged across tonal contexts. Conclusion Children with CIs face challenges in acquiring Mandarin tones, but early implantation may help them to develop normal-like lexical tone categories, which further facilitates their implementation of contextual tones. Supplemental Material https://doi.org/10.23641/asha.8038889

The Developmental Trajectory of Spatial Listening Skills in Normal-Hearing Children

2012 ◽  
Vol 55 (3) ◽  
pp. 865-878 ◽  
Author(s):  
Rosemary Elizabeth Susan Lovett ◽  
Pádraig Thomas Kitterick ◽  
Shan Huang ◽  
Arthur Quentin Summerfield
Keyword(s):  
Speech Perception ◽  
Cochlear Implants ◽  
Normal Hearing ◽  
Developmental Trajectory ◽  
Speech In Noise ◽  
The Difference ◽  
The Right ◽  
Hearing Children ◽  
Spatial Listening ◽  
Movement Tracking

Purpose To establish the age at which children can complete tests of spatial listening and to measure the normative relationship between age and performance. Method Fifty-six normal-hearing children, ages 1.5–7.9 years, attempted tests of the ability to discriminate a sound source on the left from one on the right, to localize a source, to track moving sources, and to perceive speech in noise. Results Tests of left–right discrimination, movement tracking, and speech perception were completed by ≥75% of children older than 3 years. Children showed adult levels of performance from age 1.5 years (movement tracking), 3 years (left–right discrimination), and 6 years (localization and speech in noise). Spatial release from masking—calculated as the difference in speech reception thresholds between conditions with spatially coincident and spatially separate speech and noise—remained constant at 5 dB from age 3 years. Data from a separate study demonstrate the age at which children with cochlear implants can complete the same tests. Assessments of left–right discrimination, movement tracking, and speech perception were completed by ≥75% of children who are older than 5 years and who wear cochlear implants. Conclusion These data can guide the selection of tests for future studies and inform the interpretation of results from clinical populations.

Acoustic and Semantic Enhancements for Children With Cochlear Implants

2013 ◽  
Vol 56 (4) ◽  
pp. 1085-1096 ◽  
Author(s):  
Rajka Smiljanic ◽  
Douglas Sladen
Keyword(s):  
Cochlear Implants ◽  
Processing System ◽  
Normal Hearing ◽  
Clear Speech ◽  
Final Word ◽  
Speech In Noise ◽  
Listening Tests ◽  
High Predictability ◽  
Language Measure ◽  
Source Of Information

Purpose In this study, the authors examined how signal clarity interacts with the use of sentence context information in determining speech-in-noise recognition for children with cochlear implants and children with normal hearing. Method One hundred and twenty sentences in which the final word varied in predictability (high vs. low semantic context) were produced in conversational and clear speech. Nine children with cochlear implants and 9 children with normal hearing completed the sentence-in-noise listening tests and a standardized language measure. Results Word recognition in noise improved significantly for both groups of children for high-predictability sentences in clear speech. Children with normal hearing benefited more from each source of information compared with children with cochlear implants. There was a significant correlation between more developed language skills and the ability to use contextual enhancements. The smaller context gain in clear speech for children with cochlear implants is in accord with the effortfulness hypothesis (McCoy et al., 2005) and points to the cumulative effects of noise throughout the processing system. Conclusion Modifications of the speech signal and the context of the utterances through changes in the talker output hold substantial promise as a communication enhancement technique for both children with cochlear implants and children with normal hearing.

scholarly journals Speech Perception in Classroom Acoustics by Children With Cochlear Implants and With Typical Hearing

2016 ◽  
Vol 25 (2) ◽  
pp. 100-109 ◽  
Author(s):  
Frank Iglehart
Keyword(s):  
Speech Perception ◽  
Cochlear Implants ◽  
National Standards ◽  
Learning Spaces ◽  
Classroom Acoustics ◽  
Percent Correct ◽  
Speech In Noise ◽  
Listening Ability ◽  
Noise Test ◽  
Acoustic Conditions

Purpose This study measured speech perception ability in children with cochlear implants and children with typical hearing when listening across ranges of reverberation times (RTs) and speech-to-noise ratios. Method Participants listened in classroom RTs of 0.3, 0.6, and 0.9 s combined with a 21-dB range of speech-to-noise ratios. Subsets also listened in a low-reverberant audiological sound booth. Performance measures using the Bamford-Kowal-Bench Speech-in-Noise Test (Etymotic Research, Inc., 2005) were 50% correct word recognition across these acoustic conditions, with supplementary analyses of percent correct. Results Reduction in RT from 0.9 to 0.6 s benefited both groups of children. A further reduction in RT to 0.3 s provided additional benefit to the children with cochlear implants, with no further benefit or harm to those with typical hearing. Scores in the sound booth were significantly higher for the participants with implants than in the classroom. Conclusions These results support the acoustic standards of 0.6 s RT for children with typical hearing and 0.3 s RT for children with auditory issues in learning spaces (≤283 m 3 ) as specified in standards S12.60-2010/Part 1 of the American National Standards Institute /Acoustical Society of America (2010). In addition, speech perception testing in a low-reverberant booth overestimated classroom listening ability in children with cochlear implants.

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