Speech Understanding in Quiet and in Noise with the CIS Speech-Coding Strategy (MED EL Combi-40) Compared to the MPEAK and SPEAK Strategies (Nucleus)

Author(s):  
J. Kiefer ◽  
J. M�ller ◽  
T. Pfenningdorff ◽  
F. Sch�n ◽  
J. Helms ◽  
...  
ORL ◽  
1996 ◽  
Vol 58 (3) ◽  
pp. 127-135 ◽  
Author(s):  
J. Kiefer ◽  
J. Müller ◽  
Th. Pfennigdorff ◽  
F. Schön ◽  
J. Helms ◽  
...  

2007 ◽  
Vol 18 (08) ◽  
pp. 700-717 ◽  
Author(s):  
Marios S. Fourakis ◽  
John W. Hawks ◽  
Laura K. Holden ◽  
Margaret W. Skinner ◽  
Timothy A. Holden

The choice of frequency boundaries for the analysis channels of cochlear implants has been shown to impact the speech perception performance of adult recipients (Skinner et al, 1995; Fourakis et al, 2004). While technological limitations heretofore have limited the clinical feasibility of investigating novel frequency assignments, the SPEAR3 research processor affords the opportunity to investigate an unlimited number of possibilities. Here, four different assignments are evaluated using a variety of speech stimuli. All participants accommodated to assignment changes, and no one assignment was significantly preferred. The results suggest that better performance can be achieved using a strategy whereby (1) there are at least 7-8 electrodes allocated below 1000 Hz, (2) the majority of remaining electrodes are allocated between 1100 - 3000 Hz, and (3) the region above 3 kHz is represented by relatively few electrodes (i.e., 1-3). The results suggest that such frequency assignment flexibility should be made clinically available. La escogencia de límites de frecuencia para los canales de análisis de los implantes cocleares se ha visto que impacta el desempeño en la percepción del lenguaje de adultos implantados (Skinner y col, 1995; Fourakis y col, 2004). Mientras que las limitaciones tecnológicas hasta este momento han restringido la factibilidad clínica de investigar nuevas asignaciones de frecuencia, el procesador experimental SPEAR3 ofrece la oportunidad de investigar un número ilimitado de posibilidades. Aquí, se evalúan cuatro asignaciones diferentes utilizando una variedad de estímulos de lenguaje. Todos los participantes se acomodaron a los cambios de asignación y ninguna asignación tuvo una preferencia significativa. Los resultados sugieren que puede obtenerse un desempeño mejor utilizando una estrategia donde (1) existan al menos 7-8 electrodos colocados por debajo de 1000 Hz, (2) la mayoría de los electrodos remanentes sean colocados entre 1100 – 3000 Hz, y (3) la región por encima de 3 kHz esté representada por relativamente pocos electrodos (p.e., 1-3). Los resultados sugieren que tal flexibilidad en la asignación de frecuencias debería estar clínicamente disponible.


2008 ◽  
Vol 29 (2) ◽  
pp. 199-202 ◽  
Author(s):  
Martina Brendel ◽  
Andreas Buechner ◽  
Beate Krueger ◽  
Carolin Frohne-Buechner ◽  
Thomas Lenarz

2011 ◽  
Vol 32 (7) ◽  
pp. 1094-1101 ◽  
Author(s):  
Dominik Riss ◽  
Jafar-Sasan Hamzavi ◽  
Andreas Selberherr ◽  
Alexandra Kaider ◽  
Michaela Blineder ◽  
...  

2002 ◽  
Vol 23 (5) ◽  
pp. 463-476 ◽  
Author(s):  
Laura K. Holden ◽  
Margaret W. Skinner ◽  
Timothy A. Holden ◽  
Marilyn E. Demorest

1988 ◽  
Vol 84 (S1) ◽  
pp. S40-S40
Author(s):  
Judith A. Brimacombe ◽  
Anne L. Beiter ◽  
Mary J. Barker ◽  
Karen A. Mikami ◽  
Steven J. Staller

2003 ◽  
Vol 112 (9_suppl) ◽  
pp. 4-13 ◽  
Author(s):  
Margaret W. Skinner

Results of studies performed in our laboratory suggest that cochlear implant recipients understand speech best if the following speech processor parameters are individually chosen for each person: minimum and maximum stimulation levels on each electrode in the speech processor program (MAP), stimulation rate, and speech coding strategy. If these and related parameters are chosen to make soft sounds (from approximately 100 to 6,000 Hz) audible at as close to 20 dB hearing level as possible and loud sounds not too loud, recipients have the opportunity to hear speech in everyday life situations that are of key importance to children who are learning language and to all recipients in terms of ease of communication.


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