scholarly journals Perceptual weighting of acoustic cues for accommodating gender-related talker differences heard by listeners with normal hearing and with cochlear implants

2020 ◽  
Vol 148 (2) ◽  
pp. 496-510
Author(s):  
Matthew B. Winn ◽  
Ashley N. Moore
Keyword(s):  
Cochlear Implants ◽  
Normal Hearing ◽  
Acoustic Cues ◽  
Perceptual Weighting

scholarly journals Perceptual weighting strategies of children with cochlear implants and normal hearing

2014 ◽  
Vol 52 ◽  
pp. 111-133 ◽  
Author(s):  
Susan Nittrouer ◽  
Amanda Caldwell-Tarr ◽  
Aaron C. Moberly ◽  
Joanna H. Lowenstein
Keyword(s):  
Cochlear Implants ◽  
Normal Hearing ◽  
Perceptual Weighting

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 effect of hearing impairment on the production of prominences: The case of French-speaking school-aged children using cochlear implants and children with normal hearing

2018 ◽  
Vol 39 (2) ◽  
pp. 200-219 ◽  
Author(s):  
Bénédicte Grandon ◽  
Anne Vilain ◽  
Steven Gillis
Keyword(s):  
Cochlear Implants ◽  
Picture Naming ◽  
Normal Hearing ◽  
Acoustic Cues ◽  
School Aged Children ◽  
Word Repetition ◽  
Word Level ◽  
Spontaneous Production ◽  
French Speaking ◽  
The One

This study explores the use of F0, intensity and duration in the production of two types of prominences in French: primary accent with duration as the main acoustic cue, and secondary accent with F0 and intensity as acoustic cues. These parameters were studied in 13 children using a cochlear implant (CI) and 17 children with a normal hearing (NH), aged 5 to 10 years. Words were recorded in two different tasks, word-repetition and picture-naming, to compare repetition of an audio model with spontaneous production. NH children were able to produce both types of prominences with duration on the one hand and the combination of F0 and intensity on the other hand, similar to what is described in the literature in French-speaking adults. NH children have a more stable use of prominences than CI children, who demonstrate more variability across tasks, more even-timed duration patterns and less modulation of F0 and intensity at vowel and word level than their NH peers.

Age at Full-Time Use Predicts Language Outcomes Better Than Age of Surgery in Children Who Use Cochlear Implants

2019 ◽  
Vol 28 (4) ◽  
pp. 986-992 ◽  
Author(s):  
Lisa R. Park ◽  
Erika B. Gagnon ◽  
Erin Thompson ◽  
Kevin D. Brown
Keyword(s):  
Cochlear Implants ◽  
Time Use ◽  
Expressive Language ◽  
Normal Hearing ◽  
Full Time ◽  
Language Outcomes ◽  
Age At Surgery ◽  
Device Placement ◽  
Device Use ◽  
Better Than

Purpose The aims of this study were to (a) determine a metric for describing full-time use (FTU), (b) establish whether age at FTU in children with cochlear implants (CIs) predicts language at 3 years of age better than age at surgery, and (c) describe the extent of FTU and length of time it took to establish FTU in this population. Method This retrospective analysis examined receptive and expressive language outcomes at 3 years of age for 40 children with CIs. Multiple linear regression analyses were run with age at surgery and age at FTU as predictor variables. FTU definitions included 8 hr of device use and 80% of average waking hours for a typically developing child. Descriptive statistics were used to describe the establishment and degree of FTU. Results Although 8 hr of daily wear is typically considered FTU in the literature, the 80% hearing hours percentage metric accounts for more variability in outcomes. For both receptive and expressive language, age at FTU was found to be a better predictor of outcomes than age at surgery. It took an average of 17 months for children in this cohort to establish FTU, and only 52.5% reached this milestone by the time they were 3 years old. Conclusions Children with normal hearing can access spoken language whenever they are awake, and the amount of time young children are awake increases with age. A metric that incorporates the percentage of time that children with CIs have access to sound as compared to their same-aged peers with normal hearing accounts for more variability in outcomes than using an arbitrary number of hours. Although early FTU is not possible without surgery occurring at a young age, device placement does not guarantee use and does not predict language outcomes as well as age at FTU.

Second Formant Transitions of Selected Consonant-Vowel Combinations in the Speech of Deaf and Normal-Hearing Children

1976 ◽  
Vol 19 (2) ◽  
pp. 279-289 ◽  
Author(s):  
Randall B. Monsen
Keyword(s):  
Speech Intelligibility ◽  
Normal Subjects ◽  
Normal Hearing ◽  
Hearing Impaired ◽  
Acoustic Cues ◽  
Target Frequency ◽  
Second Formant ◽  
Hearing Children

Although it is well known that the speech produced by the deaf is generally of low intelligibility, the sources of this low speech intelligibility have generally been ascribed either to aberrant articulation of phonemes or inappropriate prosody. This study was designed to determine to what extent a nonsegmental aspect of speech, formant transitions, may differ in the speech of the deaf and of the normal hearing. The initial second formant transitions of the vowels /i/ and /u/ after labial and alveolar consonants (/b, d, f/) were compared in the speech of six normal-hearing and six hearing-impaired adolescents. In the speech of the hearing-impaired subjects, the second formant transitions may be reduced both in time and in frequency. At its onset, the second formant may be nearer to its eventual target frequency than in the speech of the normal subjects. Since formant transitions are important acoustic cues for the adjacent consonants, reduced F 2 transitions may be an important factor in the low intelligibility of the speech of the deaf.

scholarly journals Duration measurement of vocants in infants with Cochlear Implants

2020 ◽  
Author(s):  
Paris Binos
Keyword(s):  
Language Acquisition ◽  
Cochlear Implants ◽  
Crucial Role ◽  
Speech Intelligibility ◽  
Recent Literature ◽  
Normal Hearing ◽  
Hearing Impaired ◽  
Prosodic Feature ◽  
Verbal Skills ◽  
Young Infants

Vocants are precursors to speech and are facially neutral. The presence of these speechlike vocalizations was evident during the precursors to mature phonology called “protophones”. The prosodic feature of duration of the nuclei plays a crucial role in the shift of prelexical to mature speech, since speech intelligibility is closely related to the control of duration. The aim of this work is to determine whether cochlear implants (CIs) positively trigger language acquisition and the development of verbal skills. Recent literature findings are compared and discussed with the performance of two Greek congenitally hearing-impaired infants who were matched with three normal-hearing (NH) infants. This work highlighted an important weakness of the prosodic abilities of young infants with CIs.

The Acquisition of Acoustic Cues to Onset and Coda Voicing Contrasts by Preschoolers With Hearing Loss

2021 ◽  
pp. 1-18
Author(s):  
Laurence Bruggeman ◽  
Julien Millasseau ◽  
Ivan Yuen ◽  
Katherine Demuth
Keyword(s):  
Hearing Loss ◽  
Cochlear Implants ◽  
Hearing Aids ◽  
Self Esteem ◽  
Acoustic Cues ◽  
Elicited Imitation ◽  
Phonological Representations ◽  
Initial Onset ◽  
English Speaking ◽  
Children With Hearing Loss

Purpose Children with hearing loss (HL), including those with hearing aids (HAs) and cochlear implants (CIs), often have difficulties contrasting words like “ b each ” versus “ p each ” and “ do g ” versus “ do ck ” due to challenges producing systematic voicing contrasts. Even when acoustic contrasts are present, these may not be perceived as such by others. This can cause miscommunication, leading to poor self-esteem and social isolation. Acoustic evidence is therefore needed to determine if these children have established distinct voicing categories before entering school and if misperceptions are due to a lack of phonological representations or due to a still-maturing implementation system. The findings should help inform more effective early intervention. Method Participants included 14 children with HL (eight HA users, five CI users, and one bimodal) and 20 with normal hearing, all English-speaking preschoolers. In an elicited imitation task, they produced consonant–vowel–consonant minimal pair words that contrasted voicing in word-initial (onset) or word-final (coda) position at all three places of articulation (PoAs). Results Overall, children with HL showed acoustically distinct voicing categories for both onsets and codas at all three PoAs. Contrasts were less systematic for codas than for onsets, as also confirmed by adults' perceptual ratings. Conclusions Preschoolers with HL produce acoustic differences for voiced versus voiceless onsets and codas, indicating distinct phonological representations for both. Nonetheless, codas were less accurately perceived by adult raters, especially when produced by CI users. This suggests a protracted development of the phonetic implementation of codas, where CI users, in particular, may benefit from targeted intervention.

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