Loudness growth as a function of presentation method: Comparison of normal hearing children with children using cochlear implants

2019 ◽  
Vol 145 (3) ◽  
pp. 1922-1922
Author(s):  
Shubha Tak ◽  
Asha Yathiraj
Keyword(s):  
Cochlear Implants ◽  
Method Comparison ◽  
Normal Hearing ◽  
Presentation Method ◽  
Hearing Children ◽  
Loudness Growth

scholarly journals Self-Monitoring of Listening Abilities in Normal-Hearing Children, Normal-Hearing Adults, and Children with Cochlear Implants

2012 ◽  
Vol 23 (03) ◽  
pp. 206-221 ◽  
Author(s):  
Ann M. Rothpletz ◽  
Frederic L. Wightman ◽  
Doris J. Kistler
Keyword(s):  
Cochlear Implants ◽  
Normal Hearing ◽  
Objective Condition ◽  
Self Monitoring ◽  
Subjective Condition ◽  
Adults And Children ◽  
Listening Ability ◽  
Children With Hearing Loss ◽  
Listening Task ◽  
Hearing Children

Background: Self-monitoring has been shown to be an essential skill for various aspects of our lives, including our health, education, and interpersonal relationships. Likewise, the ability to monitor one's speech reception in noisy environments may be a fundamental skill for communication, particularly for those who are often confronted with challenging listening environments, such as students and children with hearing loss. Purpose: The purpose of this project was to determine if normal-hearing children, normal-hearing adults, and children with cochlear implants can monitor their listening ability in noise and recognize when they are not able to perceive spoken messages. Research Design: Participants were administered an Objective-Subjective listening task in which their subjective judgments of their ability to understand sentences from the Coordinate Response Measure corpus presented in speech spectrum noise were compared to their objective performance on the same task. Study Sample: Participants included 41 normal-hearing children, 35 normal-hearing adults, and 10 children with cochlear implants. Data Collection and Analysis: On the Objective-Subjective listening task, the level of the masker noise remained constant at 63 dB SPL, while the level of the target sentences varied over a 12 dB range in a block of trials. Psychometric functions, relating proportion correct (Objective condition) and proportion perceived as intelligible (Subjective condition) to target/masker ratio (T/M), were estimated for each participant. Thresholds were defined as the T/M required to produce 51% correct (Objective condition) and 51% perceived as intelligible (Subjective condition). Discrepancy scores between listeners’ threshold estimates in the Objective and Subjective conditions served as an index of self-monitoring ability. In addition, the normal-hearing children were administered tests of cognitive skills and academic achievement, and results from these measures were compared to findings on the Objective-Subjective listening task. Results: Nearly half of the children with normal hearing significantly overestimated their listening in noise ability on the Objective-Subjective listening task, compared to less than 9% of the adults. There was a significant correlation between age and results on the Objective-Subjective task, indicating that the younger children in the sample (age 7–12 yr) tended to overestimate their listening ability more than the adolescents and adults. Among the children with cochlear implants, eight of the 10 participants significantly overestimated their listening ability (as compared to 13 of the 24 normal-hearing children in the same age range). We did not find a significant relationship between results on the Objective-Subjective listening task and performance on the given measures of academic achievement or intelligence. Conclusions: Findings from this study suggest that many children with normal hearing and children with cochlear implants often fail to recognize when they encounter conditions in which their listening ability is compromised. These results may have practical implications for classroom learning, particularly for children with hearing loss in mainstream settings.

Maturation of Human Cortical Auditory Function: Differences Between Normal-Hearing Children and Children with Cochlear Implants

1996 ◽  
Vol 17 (5) ◽  
pp. 430-437 ◽  
Author(s):  
Curtis W. Ponton ◽  
Manuel Don ◽  
Jos J. Eggermont ◽  
Michael D. Waring ◽  
Ann Masuda
Keyword(s):  
Cochlear Implants ◽  
Normal Hearing ◽  
Auditory Function ◽  
Hearing Children

scholarly journals The Effects of Intrinsic Acoustic Cues on Categorical Perception in Children with Cochlear Implants

2020 ◽  
Vol 10 (5) ◽  
pp. 110
Author(s):  
Kejuan Cheng ◽  
Xiaoxiang Chen
Keyword(s):  
Cochlear Implants ◽  
Categorical Perception ◽  
Normal Hearing ◽  
Acoustic Cues ◽  
Intrinsic Cues ◽  
Boundary Width ◽  
Hearing Children ◽  
Mandarin Vowels ◽  
Impaired Children

Many previous studies researched the influence of external cues on speech perception, yet little is known pertaining to the role of intrinsic cues in categorical perception of Mandarin vowels and tones by children with cochlear implants (CI). This study investigated the effects of intrinsic acoustic cues on categorical perception in children with CIs, compared to normal-hearing (NH) children. Categorical perception experiment paradigm was applied to evaluate their identification and discrimination abilities in perceiving /i/-/u/ with static intrinsic formants and Tone 1 (T1)-Tone 2 (T2) with dynamic intrinsic fundamental frequency (F0) contours. Results for the NH group showed that vowel continuum of /i/-/u/ was less categorically perceived than T1-T2 continuum with significantly wider boundary width and less alignment between the discrimination peak and the boundary position. However, a different categorical perception pattern was depicted for the CI group. Specifically, the CI group exhibited less categoricalness in both /i/-/u/ and T1-T2. It suggested that the effects of intrinsic acoustic cues on categorical perception was proved for the normal-hearing children, while not for the hearing-impaired children with cochlear implants. In conclusion, acoustically dynamic cues can facilitate categorical perception of speech in NH children, whereas this effect will be inhibited by difficulties in processing spectral F0 information as in the CI users.

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.

Familiar melody recognition by children and adults using cochlear implants and normal hearing children

2005 ◽  
Vol 6 (3) ◽  
pp. 123-140 ◽  
Author(s):  
Carol Olszewski ◽  
Kate Gfeller ◽  
Rebecca Froman ◽  
Julie Stordahl ◽  
Bruce Tomblin
Keyword(s):  
Cochlear Implants ◽  
Normal Hearing ◽  
Melody Recognition ◽  
Hearing Children
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