scholarly journals Comparison of Social Interaction between Cochlear-Implanted Children with Normal Intelligence Undergoing Auditory Verbal Therapy and Normal-Hearing Children: A Pilot Study

2018 ◽  
pp. 34-38 ◽  
Author(s):  
Leila Monshizadeh ◽  
◽  
Roshanak Vameghi ◽  
Firoozeh Sajedi ◽  
Fariba Yadegari ◽  
...  
Keyword(s):  
Social Interaction ◽  
Pilot Study ◽  
Normal Hearing ◽  
Normal Intelligence ◽  
Hearing Children ◽  
Auditory Verbal Therapy

Joint Engagement in Deaf and Normal Hearing Children

2008 ◽  
Author(s):  
Mary E. Grimley ◽  
David H. Barker ◽  
Lynda-Grace McDonald ◽  
Alexandra L. Quittner
Keyword(s):  
Normal Hearing ◽  
Joint Engagement ◽  
Hearing Children

scholarly journals Alpha EEG Frontal Asymmetries during Audiovisual Perception in Cochlear Implant Users

2015 ◽  
Vol 54 (06) ◽  
pp. 500-504 ◽  
Author(s):  
A. G. Maglione ◽  
A. Scorpecci ◽  
P. Malerba ◽  
P. Marsella ◽  
S. Giannantonio ◽  
...  
Keyword(s):  
Cochlear Implant ◽  
Alpha Rhythm ◽  
Normal Hearing ◽  
Experimental Conditions ◽  
Audiovisual Perception ◽  
Audiovisual Stimuli ◽  
The Difference ◽  
Eeg Alpha ◽  
The One ◽  
Hearing Children

SummaryObjectives: The aim of the present study is to investigate the variations of the electroencephalographic (EEG) alpha rhythm in order to measure the appreciation of bilateral and unilateral young cochlear implant users during the observation of a musical cartoon. The cartoon has been modified for the generation of three experimental conditions: one with the original audio, another one with a distorted sound and, finally, a mute version.Methods: The EEG data have been recorded during the observation of the cartoons in the three experimental conditions. The frontal alpha EEG imbalance has been calculated as a measure of motivation and pleasantness to be compared across experimental populations and conditions.Results: The EEG frontal imbalance of the alpha rhythm showed significant variations during the perception of the different cartoons. In particular, the pattern of activation of normal-hearing children is very similar to the one elicited by the bilateral implanted patients. On the other hand, results related to the unilateral subjects do not present significant variations of the imbalance index across the three cartoons.Conclusion: The presented results suggest that the unilateral patients could not appreciate the difference in the audio format as well as bilaterally implanted and normal hearing subjects. The frontal alpha EEG imbalance is a useful tool to detect the differences in the appreciation of audiovisual stimuli in cochlear implant patients.

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 Development of a test for assessment of the lipreading ability for children in the Arabic-speaking countries

2021 ◽  
Vol 37 (1) ◽  
Author(s):  
Mona Abdel-Fattah Hegazi ◽  
Aya Mohammed Saad ◽  
Mona Sameeh Khodeir
Keyword(s):  
Speech Perception ◽  
Sensory Modality ◽  
Arabic Language ◽  
Normal Hearing ◽  
Hearing Impaired ◽  
Visual Signals ◽  
Validity And Reliability ◽  
Egyptian Children ◽  
Hearing Children ◽  
Arabic Speaking

Abstract Background Lipreading is considered an important skill that varies considerably among normal-hearing (NH) and hearing-impaired (HI) children. It is well known that normal-hearing children use audition as the primary sensory modality for speech perception, whereas HI children use lipreading cues as the primary sensory modality for speech perception. Moreover, speech perception is a multisensory process that involves attention to auditory signals as well as visual articulatory movements, and the integration of auditory and visual signals occurs naturally and automatically in normal individuals of all ages. Most researches proved that lipreading is a natural and important skill needed for language acquisition in HI children. Lipreading also helps HI children to perceive speech, acquire spoken language, and acquire phonology. In the Arabic language, tools are deficient for assessing the lipreading ability for HI children, so this study was conducted to develop a test suitable for assessing the lipreading ability of hearing-impaired children among Arabic-speaking countries. The constructed lipreading test was administered to 160 Arabic-speaking Egyptian children including 100 typically developing NH children and 60 HI children. Participants’ responses were statistically analyzed to assess the validity and reliability and to compare the lipreading ability between the NH and HI children. Ranks of percentiles were established to provide an estimate of the lipreading ability in children. Results Statistically significant differences were found between the normal-hearing and HI children as regards all subtotal and total scores of the Arabic lipreading test, with good validity and reliability of the test. Conclusions The Arabic lipreading test is a valid and reliable test that can be applied to assess the lipreading ability among Arabic-speaking children with HI.

Effects of peer social interaction on performance during computerized cognitive remediation therapy in patients with early course schizophrenia: A pilot study

2019 ◽  
Vol 203 ◽  
pp. 17-23 ◽  
Author(s):  
Luis R. Sandoval ◽  
Betzamel López González ◽  
William S. Stone ◽  
Synthia Guimond ◽  
Cristina Torres Rivas ◽  
...  
Keyword(s):  
Social Interaction ◽  
Pilot Study ◽  
Cognitive Remediation ◽  
Cognitive Remediation Therapy ◽  
Early Course

Intelligibility of Modified Speech for Young Listeners With Normal and Impaired Hearing

2002 ◽  
Vol 45 (5) ◽  
pp. 1027-1038 ◽  
Author(s):  
Rosalie M. Uchanski ◽  
Ann E. Geers ◽  
Athanassios Protopapas
Keyword(s):  
Speech Processing ◽  
Normal Hearing ◽  
Hearing Impaired ◽  
Processing Conditions ◽  
Impaired Hearing ◽  
Slowing Down ◽  
Listening In Noise ◽  
Hearing Children ◽  
Impaired Children ◽  
Hearing Impaired Children

Exposure to modified speech has been shown to benefit children with languagelearning impairments with respect to their language skills (M. M. Merzenich et al., 1998; P. Tallal et al., 1996). In the study by Tallal and colleagues, the speech modification consisted of both slowing down and amplifying fast, transitional elements of speech. In this study, we examined whether the benefits of modified speech could be extended to provide intelligibility improvements for children with severe-to-profound hearing impairment who wear sensory aids. In addition, the separate effects on intelligibility of slowing down and amplifying speech were evaluated. Two groups of listeners were employed: 8 severe-to-profoundly hearingimpaired children and 5 children with normal hearing. Four speech-processing conditions were tested: (1) natural, unprocessed speech; (2) envelope-amplified speech; (3) slowed speech; and (4) both slowed and envelope-amplified speech. For each condition, three types of speech materials were used: words in sentences, isolated words, and syllable contrasts. To degrade the performance of the normal-hearing children, all testing was completed with a noise background. Results from the hearing-impaired children showed that all varieties of modified speech yielded either equivalent or poorer intelligibility than unprocessed speech. For words in sentences and isolated words, the slowing-down of speech had no effect on intelligibility scores whereas envelope amplification, both alone and combined with slowing-down, yielded significantly lower scores. Intelligibility results from normal-hearing children listening in noise were somewhat similar to those from hearing-impaired children. For isolated words, the slowing-down of speech had no effect on intelligibility whereas envelope amplification degraded intelligibility. For both subject groups, speech processing had no statistically significant effect on syllable discrimination. In summary, without extensive exposure to the speech processing conditions, children with impaired hearing and children with normal hearing listening in noise received no intelligibility advantage from either slowed speech or envelope-amplified speech.

scholarly journals Acoustic Change Complex (ACC) using Speech and Non-Speech Stimuli in Normal Hearing Children

QJM ◽  
2020 ◽  
Vol 113 (Supplement_1) ◽  
Author(s):  
W A Elkholy ◽  
D M Hassan ◽  
N A Shafik ◽  
Y E K Eltoukhy
Keyword(s):  
Auditory Evoked Potentials ◽  
Temporal Frequency ◽  
Normal Hearing ◽  
Auditory Discrimination ◽  
Auditory Evoked Potential ◽  
Frequency Change ◽  
Spectral Change ◽  
Speech Stimuli ◽  
Significant Difference ◽  
Hearing Children

Abstract Background Cortical auditory evoked potentials (CAEPs) are brain responses evoked by sound and are processed in or near the auditory cortex. ACC is a cortical auditory evoked potential (P1-N1-P2) elicited by a change within an ongoing sound stimulus. Objective To reach the best stimuli that can elicit ACC and act as an objective tool for assessment of cortical auditory discrimination in normal hearing children. Patients and Methods The present study was originally designed to standardize ACC evoked response in 41 children aged from 2 to 10 years. The mean age in our study group was 6.2 years with no significant difference between males and females. Stimuli used in this study were specifically designed to be used by AEP equipment that is capable of uploading short duration stimuli (500 msec.), thus can be used in a regular AEP lab. ACC was elicited by three groups of stimuli. Gap-in-tones stimuli represent temporal change (6, 10, 30 and 50 msec. gap introduced to 1000 Hz tone separately), frequency pairs stimuli represent frequency change (2%, 4%, 10% and 25% change from base freq. 1000 Hz) and vowel pairs stimuli represent spectral change (/i-u/, /u-i/, /i-a/. /a-i/, /u-a/, /a-u/). ACC response parameters were compared when using the different stimuli as regards percent detectability, morphology, latency and amplitude. Results Gap-in-tones at 6 msec. and 4% frequency change could elicit ACC response in 100% of subjects. For spectral change, /u-i/ was the highest in eliciting ACC (78%) followed by /i-u/ (68.2%) then /a-i/ (58.5%). ACC had the same morphology of the onset response in the majority of subjects, with longer latency and smaller amplitude. ACC amplitude is a better indicator of cortical discrimination compared to latency because it is consistently affected by magnitude of change. Conclusion ACC is a good electrophysiological tool for cortical auditory discrimination for temporal, frequency and spectral change.

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