scholarly journals Do Acoustic Environment Characteristics Affect the Lexical Development of Children With Cochlear Implants? A Longitudinal Study Before and After Cochlear Implant Activation

2021 ◽  
pp. 1-14
Author(s):  
Marinella Majorano ◽  
Margherita Brondino ◽  
Letizia Guerzoni ◽  
Alessandra Murri ◽  
Rachele Ferrari ◽  
...  
Keyword(s):  
Individual Differences ◽  
Cochlear Implants ◽  
Vocabulary Knowledge ◽  
Receptive Vocabulary ◽  
Expressive Vocabulary ◽  
Data Logging ◽  
Vocabulary Size ◽  
Lexical Development ◽  
Acoustic Environment ◽  
Speech In Noise

Purpose This study investigates the acoustic environment of children with cochlear implants (CIs) and the relationship between exposure to speech, in noise and in quiet, and the children's lexical production up to 1 year after CI activation, while controlling for the effect of early individual differences in receptive vocabulary growth. Method Eighteen children with CIs were observed at 3, 6, and 12 months after CI activation. Children's spontaneous word production during interaction with their mothers (types and tokens) and their expressive and receptive vocabulary size were considered. The characteristics of the acoustic environments in terms of acoustic scenes (speech in noise or in quiet, quiet, noise, music, and other) and of loudness ranges were assessed using data logging of the children's devices. Results Data analysis showed that both the number of tokens and the number of types produced 1 year after CI activation were affected by the children's exposure to speech in quiet with a loudness range between 40 and 69 dB. Expressive vocabulary size and types were affected by the receptive vocabulary knowledge that the children achieved over the first 3 months after CI activation. Conclusions Our data support the role of speech environment and individual differences in early comprehension on lexical production. The importance of exposure to speech with particular characteristics for the lexical development of children with CIs and the implications for clinical practice are discussed.

scholarly journals Early Vocabulary Profiles of Young Deaf Children Who Use Cochlear Implants

2020 ◽  
Vol 63 (4) ◽  
pp. 1254-1269
Author(s):  
Jongmin Jung ◽  
Jessa Reed ◽  
Laura Wagner ◽  
Julie Stephens ◽  
Andrea D. Warner-Czyz ◽  
...  
Keyword(s):  
Cochlear Implants ◽  
Receptive Vocabulary ◽  
Deaf Children ◽  
Chronological Age ◽  
Expressive Vocabulary ◽  
Vocabulary Size ◽  
Only Children ◽  
Closed Class ◽  
Communicative Development ◽  
The Mean

Purpose This study examined vocabulary profiles in young cochlear implant (CI) recipients and in children with normal hearing (NH) matched on receptive vocabulary size to improve our understanding of young CI recipients' acquisition of word categories (e.g., common nouns or closed-class words). Method We compared receptive and expressive vocabulary profiles between young CI recipients ( n = 48; mean age at activation = 15.61 months, SD = 4.20) and children with NH ( n = 48). The two groups were matched on receptive vocabulary size as measured by the MacArthur–Bates Communicative Development Inventories (Fenson et al., 2006): Words and Gestures form. The CI group had, on average, 8.98 months of hearing experience. The mean chronological age at completing the MacArthur–Bates Communicative Development Inventories was 23.99 months ( SD = 5.14) for the CI group and 13.72 months ( SD = 1.50) for the NH group. Results The CI group had a larger expressive vocabulary size than the receptive vocabulary size–matched NH group. The larger expressive vocabulary size was associated with the group difference in social words but not with common nouns. The analyses for predicate words and closed-class words included only children who produced the target categories. The CI group had a larger proportion of predicate words than the NH group, but no difference was found in closed-class words in expressive vocabulary. Conclusions Differences found in expressive vocabulary profiles may be affected by spoken vocabulary size and their age. A further examination is warranted using language samples to understand the effect of language input on children's vocabulary profiles.

scholarly journals Comparing Word Characteristic Effects on Vocabulary of Children with Cochlear Implants

2019 ◽  
Vol 24 (4) ◽  
pp. 424-434
Author(s):  
Emily Lund
Keyword(s):  
Cochlear Implants ◽  
Neighborhood Density ◽  
Vocabulary Knowledge ◽  
Chronological Age ◽  
Word Knowledge ◽  
Word Form ◽  
Expressive Vocabulary ◽  
Vocabulary Size ◽  
Phonotactic Probability ◽  
Density Results

Abstract Many studies have evaluated overall vocabulary knowledge of children who use cochlear implants, but there has been minimal focus on how word form characteristics affect this knowledge. This study evaluates the effects of neighborhood density and phonotactic probability on the expressive vocabulary of 81 children between five and seven years old (n = 27 cochlear implant users, n = 27 children matched for chronological age, and n = 27 children matched for vocabulary size). Children were asked to name pictures associated with words that have common and rare phonotactic probability and high and sparse neighborhood density. Results indicate that children with cochlear implants, similar to both groups of children with typical hearing, tend to know words with common probability/high density or with rare probability/ sparse density. Patterns of word knowledge for children with cochlear implants mirrored younger children matched for vocabulary size rather than age-matched children with typical hearing.

scholarly journals Vocabulary size and speed of word recognition in very young French–English bilinguals: A longitudinal study

2016 ◽  
Vol 21 (1) ◽  
pp. 137-149 ◽  
Author(s):  
JACQUELINE LEGACY ◽  
PASCAL ZESIGER ◽  
MARGARET FRIEND ◽  
DIANE POULIN-DUBOIS
Keyword(s):  
Longitudinal Study ◽  
Processing Speed ◽  
Word Processing ◽  
Receptive Vocabulary ◽  
Expressive Vocabulary ◽  
Vocabulary Size ◽  
Processing Efficiency ◽  
Lexical Development ◽  
New Words ◽  
Language Exposure

A longitudinal study of lexical development in very young French–English bilinguals is reported. The Computerized Comprehension Test (CCT) was used to directly assess receptive vocabulary and processing efficiency, and parental report (CDI) was used to measure expressive vocabulary in monolingual and bilingual infants at 16 months, and six months later, at 22 months. All infants increased their comprehension and production of words over the six-month period, and bilingual infants acquired approximately as many new words in each of their languages as the monolinguals did. Speed of online word processing was also equivalent in both groups at each wave of data collection, and increased significantly across waves. Importantly, significant relations emerged between language exposure, vocabulary size, and processing speed, with proportion of language exposure predicting vocabulary size at each time point. This study extends previous findings by utilizing a direct measure of receptive vocabulary development and online word processing.

scholarly journals The Influence of French on Vocabulary Knowledge of Arabic-speaking University students learning English as a Foreign Language: A Melting Pot

2021 ◽  
Vol 2 (3) ◽  
pp. 1-14
Author(s):  
Adela Talbi Hassani
Keyword(s):  
University Students ◽  
Growth Pattern ◽  
Vocabulary Learning ◽  
Vocabulary Knowledge ◽  
Receptive Vocabulary ◽  
Moderate Increase ◽  
Vocabulary Size ◽  
Cross Sectional ◽  
Melting Pot ◽  
Progressive Growth

Purpose: The present study investigated the extent to which background knowledge of the French language could influence English vocabulary learning among EFL university students in Algeria. More specifically, the possible cross-linguistic influence in this context was researched in relation to the growth pattern of the receptive written vocabulary size across the three years of the undergraduate course. Methodology: A cross-sectional research design was used for a total number of 184 EFL Algerian university students. The written receptive vocabulary size was measured using Nation's Vocabulary Size Test (2007) which contained many words with similar orthographic forms as their French equivalents. A comparison between the results of the whole population made it possible to establish the progressive growth pattern from Year 1 to Year 3 of the degree course. Results: Besides a moderate increase of vocabulary size from one proficiency level to the other, and an expected decrease pattern of knowledge from the most frequent English words to the least frequent ones, the positive cross-linguistic influence of French cognates was highly significant as it led to the knowledge of words that were beyond the expected level of most participants. Conclusion/Implication: The facilitative effect of French cognates for EFL learners in Algerian universities is, therefore, an area that instructors and syllabus designers can make use of to maximize the vocabulary learning process.

Early Vocabulary in Children With Cochlear Implants: A Comparison Between Three Assessment Methods

2019 ◽  
Vol 42 (2) ◽  
pp. 101-121
Author(s):  
Louise Duchesne ◽  
Natacha Trudeau ◽  
Andrea A. N. MacLeod ◽  
François Bergeron ◽  
Elin Thordardottir
Keyword(s):  
Cochlear Implants ◽  
Parental Satisfaction ◽  
Parental Report ◽  
Expressive Vocabulary ◽  
Vocabulary Size ◽  
French Speaking ◽  
Language Data ◽  
Comprehensive Picture ◽  
Post Implantation ◽  
Language Sample

In children with a hearing loss who receive cochlear implants (CIs) under the age of 2, regular assessments are conducted to monitor auditory and linguistic progress. However, the collection of authentic, representative, and reliable expressive language data on young children with CIs remains a challenge. The purpose of the study was to determine whether data from parental report, language diary, and spontaneous language sample are equally representative of the development of expressive vocabulary over the first 12 months of CI use. Nine French-speaking children and their families participated in the study. We collected data at 3, 6, 9, and 12 months post-implantation, and we measured parental satisfaction regarding the use of a language diary. All three methods showed a progression in the total number of different words expressed over time and captured grammatical diversity. The findings suggest that when vocabulary size is still small, the diary might provide a more comprehensive picture of development than a vocabulary checklist.

scholarly journals A comparison of maternal and child language in normally-hearing and hearing-impaired children with cochlear implants

2016 ◽  
Vol 7 (2) ◽  
pp. 145-179 ◽  
Author(s):  
Liesbeth Vanormelingen ◽  
Sven De Maeyer ◽  
Steven Gillis
Keyword(s):  
Cochlear Implant ◽  
Cochlear Implants ◽  
Hearing Impaired ◽  
Expressive Vocabulary ◽  
Vocabulary Size ◽  
Input And Output ◽  
Hearing Status ◽  
Hearing Children ◽  
Impaired Children ◽  
Hearing Impaired Children

The present study examines the amount of input and output in congenitally hearing-impaired children with a cochlear implant (CI) and normally-hearing children (NH) and their normally-hearing mothers. The aim of the study was threefold: (a) to investigate the input provided by the two groups of mothers, (b) to investigate the output of the two groups of children, and (c) to investigate the influence of the mothers’ input on child output and expressive vocabulary size. Mothers are less influenced by their children’s hearing status than the children are: CI children are more talkative and slower speakers. Mothers influenced their children on most parameters, but strikingly, it was not maternal talkativeness as such, but the number of maternal turns that is the best predictor of a child’s expressive vocabulary size.

A study of Indonesian university students’ vocabulary mastery with vocabulary level test

2017 ◽  
Vol 6 (4) ◽  
pp. 187-195
Author(s):  
Rully Raslina Novianti
Keyword(s):  
Data Collection ◽  
Foreign Language ◽  
University Students ◽  
Undergraduate Students ◽  
Vocabulary Knowledge ◽  
Receptive Vocabulary ◽  
Vocabulary Size ◽  
Word Level ◽  
Significant Difference ◽  
English Instruction

In investigating learners’ vocabulary mastery, some researchers focused their studies on either receptive or productive vocabulary mastery. This study examines university students’ vocabulary knowledge in Indonesia by using the Vocabulary Level Test (VLT). It also compares the receptive vocabulary size of students who obtained extra hours of English instruction with those who had not. Furthermore, this study also identifies their strategies in enhancing their vocabulary mastery. The 2000-word frequency-band from the receptive version of the VLT and questionnaire are used for data collection. The results show that their receptive vocabulary scores are lower than 2000 words and no significant difference was found between the students who had extra hours of English instruction and those who had not. Then it can be stated that even after they had gained extra hours of English instruction, their average vocabulary knowledge was still lower than the 1000 estimated word level in the VLT. Keywords: vocabulary mastery, Vocabulary Level Test (VLT), English as a Foreign Language (EFL), undergraduate students.  

scholarly journals Verbal Working Memory in Children With Cochlear Implants

2017 ◽  
Vol 60 (11) ◽  
pp. 3342-3364 ◽  
Author(s):  
Susan Nittrouer ◽  
Amanda Caldwell-Tarr ◽  
Keri E. Low ◽  
Joanna H. Lowenstein
Keyword(s):  
Working Memory ◽  
Phonological Awareness ◽  
Cochlear Implants ◽  
Fourth Graders ◽  
Verbal Working Memory ◽  
Normal Hearing ◽  
Vocabulary Knowledge ◽  
Second Grade ◽  
Speech In Noise ◽  
Serial Recall Task

Purpose Verbal working memory in children with cochlear implants and children with normal hearing was examined. Participants Ninety-three fourth graders (47 with normal hearing, 46 with cochlear implants) participated, all of whom were in a longitudinal study and had working memory assessed 2 years earlier. Method A dual-component model of working memory was adopted, and a serial recall task measured storage and processing. Potential predictor variables were phonological awareness, vocabulary knowledge, nonverbal IQ, and several treatment variables. Potential dependent functions were literacy, expressive language, and speech-in-noise recognition. Results Children with cochlear implants showed deficits in storage and processing, similar in size to those at second grade. Predictors of verbal working memory differed across groups: Phonological awareness explained the most variance in children with normal hearing; vocabulary explained the most variance in children with cochlear implants. Treatment variables explained little of the variance. Where potentially dependent functions were concerned, verbal working memory accounted for little variance once the variance explained by other predictors was removed. Conclusions The verbal working memory deficits of children with cochlear implants arise due to signal degradation, which limits their abilities to acquire phonological awareness. That hinders their abilities to store items using a phonological code.

German schools abroad: Hotspots of elite multilingualism?

2016 ◽  
Vol 15 (3) ◽  
pp. 224-237 ◽  
Author(s):  
Anne E Sander ◽  
Wilfried Admiraal
Keyword(s):  
Quantitative Study ◽  
Receptive Vocabulary ◽  
Vocabulary Test ◽  
Expressive Vocabulary ◽  
Vocabulary Size ◽  
Multilingual Students ◽  
German School ◽  
The Hague ◽  
The Difference ◽  
Linguistic Backgrounds

While multilingualism itself is a widely analyzed topic, a study about multilingualism at German schools abroad is so far unique. This quantitative study investigates the differences in the size of German expressive and receptive vocabulary between monolingual and multilingual students, aged between 5 and 11 years. A cohort of 65 multilingual students with diverse linguistic backgrounds recruited from a German school abroad in The Hague, The Netherlands, was compared to a group of 880 monolingual students at schools within Germany. To test the children’s vocabulary size, the Wortschatz- und Wortfindungstest für 6- bis 10-Jährige developed by Glück was administered. The study revealed partly significantly lower scores in the expressive vocabulary test for the multilingual students, as hypothesized by the researchers and detected in previous studies examining the difference between populations of multilingual and monolingual speakers of one particular language. In the receptive vocabulary test, the multilingual and monolingual students’ scores did not differ significantly, a result consistent with findings in similar studies.

scholarly journals Maternal responsiveness and directiveness in speech to 2-year-olds: Relationships with children’s concurrent and later vocabulary

2021 ◽  
pp. 014272372110495
Author(s):  
Katariina Rantalainen ◽  
Leila Paavola-Ruotsalainen ◽  
Sari Kunnari
Keyword(s):  
Gender Differences ◽  
Receptive Vocabulary ◽  
Effect Sizes ◽  
Maternal Responsiveness ◽  
Expressive Vocabulary ◽  
Vocabulary Size ◽  
Vocabulary Skills ◽  
Future Child ◽  
Maternal Speech ◽  
Directive Speech

This study investigated responsive and directive speech from 60 Finnish mothers to their 2-year-old children, as well as correlations with concurrent and later vocabulary. Possible gender differences with regard to both maternal speech and children’s vocabulary skills were considered. There were no gender differences in maternal utterance frequencies or in maternal utterance types. Girls scored statistically significantly higher in receptive and expressive vocabulary tests at 24, 30 and 36 months. The effect sizes were large. Maternal Other Utterances (fillers like yes, oh, umm) were correlated with children’s concurrent receptive vocabulary. However, there was no relationship between Other Utterances and children’s later vocabulary after controlling for vocabulary size at 24 months. This association may reflect an attempt by mothers to elicit speech from more linguistically advanced children. Furthermore, mothers’ Intrusive Directives towards 2-year-olds correlated negatively with receptive vocabulary at 30 months, particularly for boys. Surprisingly, Intrusive Attentional Directives correlated positively with expressive vocabulary in the group of 30-month-old girls. The results of this study demonstrate relationships between maternal verbal interactional style and both concurrent and future child vocabulary.

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