Listening comprehension in profoundly deaf children with cochlear implants: the role of auditory perception and foundational linguistic and cognitive skills

2022 ◽  
Author(s):  
Maria Nicastri ◽  
Giovanni Ruoppolo ◽  
Letizia Guerzoni ◽  
Domenico Cuda ◽  
Ilaria Giallini ◽  
...  
Keyword(s):  
Cochlear Implants ◽  
Auditory Perception ◽  
Cognitive Skills ◽  
Listening Comprehension ◽  
Deaf Children

scholarly journals A comparative study of metaphorical expression understanding between children with cochlear implants and normal children

2018 ◽  
pp. 131-136
Author(s):  
Hajar Bahrami ◽  
Salar Faramarzi ◽  
Mohammad Amouzadeh
Keyword(s):  
Cochlear Implants ◽  
Auditory Perception ◽  
Deaf Children ◽  
Abstract Concepts ◽  
Normal Children ◽  
Test Items ◽  
Gender And Age ◽  
Significant Difference ◽  
The Mean ◽  
Metaphorical Expression

Background and Aim: Understanding abstract concepts, especially metaphors in daily life and education is a complex conceptual phenomenon. Early hearing damages can affect an individual’s understanding of metaphors and their functions in different ways. This study aimed to compare the understanding levels of metaphorical expressions between children with cochlear implants (CIs) and normal children.Methods: In this study, 35 children with CIs were compared with 35 normal children in terms of understanding metaphorical expressions. Two groups were matched in terms of gender and age. The children with hearing problems received their implants when they were two to five years old. Both groups of children were evaluated using a researcher-made test. Finally, the data collected through the participants’ responses to the test items were analyzed using descriptive statistics and the independent samples t test.Results: There was a significant difference in understanding metaphorical and simile expressions between children with CIs and the normal children (p<0.05) in favor of the normal children. The mean±SD scores for the metaphorical and simile expressions in normal children were 9.57±1.78 and 8.11±2.39 while in children with CIs, they were 5.34±2.35 and 6.17±3.24, respectively.Conclusion: Although the cochlear implantation improves the auditory perception of deaf children, the perception of children with CIs was found to be weaker than normal children. Apparently, these children have spent several years of their lives without hearing, and this deprivation is likely to affect their understanding.

Irony Comprehension in Children With Cochlear Implants: The Role of Language Competence, Theory of Mind, and Prosody Recognition

2021 ◽  
pp. 1-18
Author(s):  
Francesca Panzeri ◽  
Sara Cavicchiolo ◽  
Beatrice Giustolisi ◽  
Federica Di Berardino ◽  
Paola Francesca Ajmone ◽  
...  
Keyword(s):  
Theory Of Mind ◽  
Cochlear Implants ◽  
Cognitive Abilities ◽  
Cognitive Skills ◽  
Chronological Age ◽  
Language Competence ◽  
Advanced Theory Of Mind ◽  
Italian Children ◽  
Age Range

Purpose Aims of this research were (a) to investigate higher order linguistic and cognitive skills of Italian children with cochlear implants (CIs); (b) to correlate them with the comprehension of irony, which has never been systematically studied in this population; and (c) to identify the factors that facilitate the development of this competence. Method We tested 28 Italian children with CI (mean chronological age = 101 [ SD = 25.60] months, age range: 60–144 months), and two control groups of normal-hearing (NH) peers matched for chronological age and for hearing age, on a series of tests assessing their cognitive abilities (nonverbal intelligence and theory of mind), linguistic skills (morphosyntax and prosody recognition), and irony comprehension. Results Despite having grammatical abilities in line with the group of NH children matched for hearing age, children with CI lag behind both groups of NH peers on the recognition of emotions through prosody and on the comprehension of ironic stories, even if these two abilities were not related. Conclusions This is the first study that targeted irony comprehension in children with CI, and we found that this competence, which is crucial for maintaining good social relationships with peers, is impaired in this population. In line with other studies, we found a correlation between this ability and advanced theory of mind skills, but at the same time, a deeper investigation is needed, to account for the high variability of performance in children with CI.

scholarly journals The Role of Multiple Articulatory Channels of Sign-Supported Speech Revealed by Visual Processing

2019 ◽  
Vol 62 (6) ◽  
pp. 1625-1656
Author(s):  
Eliana Mastrantuono ◽  
Michele Burigo ◽  
Isabel R. Rodríguez-Ortiz ◽  
David Saldaña
Keyword(s):  
Cochlear Implants ◽  
Visual Processing ◽  
Deaf Children ◽  
Deaf Students ◽  
The Gaze ◽  
Overt Attention ◽  
Face Area ◽  
The Face ◽  
Contingent Condition

Purpose The use of sign-supported speech (SSS) in the education of deaf students has been recently discussed in relation to its usefulness with deaf children using cochlear implants. To clarify the benefits of SSS for comprehension, 2 eye-tracking experiments aimed to detect the extent to which signs are actively processed in this mode of communication. Method Participants were 36 deaf adolescents, including cochlear implant users and native deaf signers. Experiment 1 attempted to shift observers' foveal attention to the linguistic source in SSS from which most information is extracted, lip movements or signs, by magnifying the face area, thus modifying lip movements perceptual accessibility (magnified condition), and by constraining the visual field to either the face or the sign through a moving window paradigm (gaze contingent condition). Experiment 2 aimed to explore the reliance on signs in SSS by occasionally producing a mismatch between sign and speech. Participants were required to concentrate upon the orally transmitted message. Results In Experiment 1, analyses revealed a greater number of fixations toward the signs and a reduction in accuracy in the gaze contingent condition across all participants. Fixations toward signs were also increased in the magnified condition. In Experiment 2, results indicated less accuracy in the mismatching condition across all participants. Participants looked more at the sign when it was inconsistent with speech. Conclusions All participants, even those with residual hearing, rely on signs when attending SSS, either peripherally or through overt attention, depending on the perceptual conditions. Supplemental Material https://doi.org/10.23641/asha.8121191

Verbal Cognition in Deaf Children Using Cochlear Implants: Effect of Unilateral and Bilateral Stimulation

2015 ◽  
Vol 20 (4) ◽  
pp. 261-266 ◽  
Author(s):  
Leo De Raeve ◽  
Anneke Vermeulen ◽  
Ad Snik
Keyword(s):  
Speech Perception ◽  
Cochlear Implants ◽  
Deaf Children ◽  
Bilateral Stimulation ◽  
Learning Potential ◽  
Auditory Speech ◽  
Device Use ◽  
Verbal Cognition

The aim of this study is to assess the role of bilateral/bimodal device use in auditory speech perception in complex listening situations and long-term verbal cognition in deaf children using cochlear implants (CIs). Two groups of children are compared (unilateral and bilateral device users) concerning vocabulary, speech perception at conversational level and in complex listening situations, and verbal cognition. In this retrospective study, we collected data of 37 deaf children with normal learning potential of whom 16 were unilateral CI users and 21 were bilateral device users (9 with a bimodal fitting and 12 with bilateral CIs). We came to the conclusion that deaf children who use bilateral devices have the opportunity to develop good speech perception skills in complex listening conditions. These abilities enable at least some of the children to develop age-equivalent verbal cognition skills.

Sign in / Sign up

Export Citation Format

Share Document