Picture Naming by Children with Hearing Loss: I. Effect of Semantically Related Auditory Distractors

Thirty children with hearing loss (HL) and 129 typically developing (TD) children representing comparable ages, vocabulary ability, or phonology skills named pictures while attempting to ignore semantically related or unrelated auditory distractors. The timing relation between the onsets of the distractors and pictures varied. A significant semantic interference effect, that is, slowed naming in the presence of the semantically related distractor, was observed in all groups, suggesting similar categorical knowledge in the HL and TD groups. The time course of semantic interference, however, was protracted in some children with HL, primarily those with unusually slow baseline naming speeds and early ages of identification/amplification of the loss. Thus, children with HL seem to develop normal lexical semantic representations. At the same time, the dynamics of semantic processing appear to be altered by the presence of early childhood HL.

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Picture Naming by Children with Hearing Loss: II. Effect of Phonologically Related Auditory Distractors

Journal of the American Academy of Audiology ◽

10.1055/s-0040-1716010 ◽

2002 ◽

Vol 13 (09) ◽

pp. 478-492 ◽

Cited By ~ 2

Author(s):

Susan Jerger ◽

Lydia Lai ◽

Virginia A. Marchman

Keyword(s):

Hearing Loss ◽

Picture Naming ◽

Typically Developing ◽

Fine Grained ◽

Phoneme Discrimination ◽

Heterogeneous Nature ◽

Children With Hearing Loss ◽

Perceptual Abilities ◽

Auditory Distractors

Thirty children with hearing loss (HL) and 129 typically developing (TD) children representing comparable ages, vocabulary abilities, or phonology skills named pictures while attempting to ignore auditory distractors. The picture-distractor pairs were constructed to represent phonologically congruent or conflicting onset relations, for example, the picture "duck" with distractors of /d∧/ or /p∧/, respectively. In children with good phoneme discrimination, congruent distractors speeded naming and conflicting distractors slowed naming, relative to a control condition. Effects were similar in HL and TD subgroups. In children with poorer phoneme discrimination, conflicting distractors did not influence naming in the HL subgroup, regardless of discrimination status, and consistently slowed naming only for discriminated contrasts in the TD subgroup. Phonologic representations appear suitably fine-grained in HL children with good auditory perceptual abilities but may be less well specified, more holistic, and/or less auditory-linguistically based in HL children with poorer auditory perceptual abilities. Results are discussed in terms of the heterogeneous nature of phonologic processing in children with HL.

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Orthographic Facilitation of Oral Vocabulary Acquisition in Children With Hearing Loss

Journal of Speech Language and Hearing Research ◽

10.1044/2021_jslhr-20-00660 ◽

2021 ◽

pp. 1-13

Author(s):

Andrea Salins ◽

Greg Leigh ◽

Linda Cupples ◽

Anne Castles

Keyword(s):

Hearing Loss ◽

Academic Success ◽

Picture Naming ◽

Vocabulary Acquisition ◽

Vocabulary Learning ◽

Facilitation Effect ◽

Vocabulary Skills ◽

Oral Vocabulary ◽

Children With Hearing Loss ◽

Hearing Children

Purpose Learning spoken words can be challenging for children with hearing loss who communicate orally and who are known to have weaker oral vocabulary skills than age-matched children who hear. Since vocabulary skills play a crucial role in reading and literacy acquisition, and academic success, it is important to identify effective vocabulary acquisition strategies for children with hearing loss. The aim of this study was to examine whether the incidental presence of orthography can facilitate oral vocabulary learning in children with hearing loss and whether the benefits are greater than those found in hearing children. Method We taught novel picture–word pairs with or without spellings to 23 children with hearing loss and 23 age-matched controls, ranging in age from 6 to 12 years. Word learning was assessed using behavioral and eye tracking data from picture naming and picture–word matching tasks. Results and Conclusions Results revealed an orthographic facilitation effect on oral vocabulary learning in children with hearing loss, with benefits being maintained over a week. Importantly, children with hearing loss showed a greater benefit of orthography than age-matched hearing peers on the picture naming tests. The results of this study have important implications for classroom instruction and vocabulary instruction strategies for children with hearing loss.

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Developments of children with hearing loss according to the age of diagnosis, amplification, and training in the early childhood period

European Archives of Oto-Rhino-Laryngology ◽

10.1007/s00405-019-05501-w ◽

2019 ◽

Vol 276 (9) ◽

pp. 2457-2463

Author(s):

Ayse Sanem Sahli

Keyword(s):

Early Childhood ◽

Hearing Loss ◽

Age Of Diagnosis ◽

Children With Hearing Loss ◽

And Training

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Prescribing and Verifying Hearing Aids Applying the American Academy of Audiology Pediatric Amplification Guideline: Protocols and Outcomes from the Ontario Infant Hearing Program

Journal of the American Academy of Audiology ◽

10.3766/jaaa.15051 ◽

2016 ◽

Vol 27 (03) ◽

pp. 188-203 ◽

Cited By ~ 27

Author(s):

Marlene Bagatto ◽

Sheila Moodie ◽

Christine Brown ◽

April Malandrino ◽

Frances Richert ◽

...

Keyword(s):

Hearing Loss ◽

American Academy ◽

Hearing Aids ◽

Hearing Aid ◽

Typically Developing ◽

Hearing Aid Fitting ◽

Amplification Protocol ◽

Measurement Protocol ◽

Children With Hearing Loss ◽

The Impact

Background: Guidelines and protocols for pediatric hearing aid fitting are necessary to meet the goals of Early Hearing Detection and Intervention (EHDI) programs. The American Academy of Audiology published an update to their Pediatric Amplification Guideline in 2013. Ontario's Infant Hearing Program (IHP) offers specific protocols that aim to fulfill recommended guidelines. It has recently been updated to align with the American Academy of Audiology Guideline and other evidence. Purpose: A summary of the updates to the Ontario IHP’s Amplification Protocol is described. In addition, data illustrating hearing-related outcomes of the program are offered. Research Design: The updated Ontario protocol is based on evidence, wherever possible. Where research is not yet available, clinical decision support has been described in a systematic way. Outcomes of the Ontario IHP were obtained through a longitudinal clinical observation study. Study Sample: One hundred and fifteen children with hearing loss, who wore hearing aids, were included in the outcome analyses (mean = 28.6 mo; range = 1.3–115.3 mo). Hearing losses ranged from mild to profound, unilateral or bilateral sensorineural (pure-tone average = 52.3 dB HL). They were recruited from four IHP clinics within Ontario. Children with complexities in addition to hearing loss were included. Intervention: The children were fitted with hearing aids following Ontario's Amplification Protocol. Data Collection and Analyses: During routine clinical appointments, IHP Audiologists administered questionnaires to the parents of their pediatric patients using a systematic outcome measurement protocol (University of Western Ontario Pediatric Audiological Monitoring Protocol). Hearing aid fitting details (e.g., speech intelligibility index) were also gathered to describe the quality of the hearing aid fittings in relation to the functional outcomes. Regression analyses were conducted to characterize scores on the questionnaires and the impact of important variables. Children with complexities were analyzed separately from those who were typically developing. Results: Important updates to Ontario's Amplification Protocol offer new details about candidacy considerations as well as technical updates. Outcomes from the IHP reveal protocol elements can be executed clinically and when they are, typically developing children who wear hearing aids are meeting auditory development and performance milestones. Conclusions: Updates to Ontario's Amplification Protocol are necessary to support the evolution of EHDI programs and the evidence which sustains them. With advances in technology and additional research, pediatric hearing aid fitting will continue to progress and support systematic measurement of outcomes for children who wear hearing aids. The application of state-of-the-art hearing aid fitting practices to the pediatric population within EHDI programs supports good outcomes for infants and children with hearing loss.

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Prosody Perception and Production in Children with Hearing Loss and Age- and Gender-Matched Controls

Journal of the American Academy of Audiology ◽

10.3766/jaaa.16001 ◽

2017 ◽

Vol 28 (04) ◽

pp. 283-294 ◽

Cited By ~ 7

Author(s):

Rose Thomas Kalathottukaren ◽

Suzanne C. Purdy ◽

Elaine Ballard

Keyword(s):

Hearing Loss ◽

Cochlear Implants ◽

Hearing Aids ◽

Normal Hearing ◽

Control Group ◽

Hearing Level ◽

Typically Developing ◽

Age And Gender ◽

Children With Hearing Loss ◽

And Gender

Background: Auditory development in children with hearing loss, including the perception of prosody, depends on having adequate input from cochlear implants and/or hearing aids. Lack of adequate auditory stimulation can lead to delayed speech and language development. Nevertheless, prosody perception and production in people with hearing loss have received less attention than other aspects of language. The perception of auditory information conveyed through prosody using variations in the pitch, amplitude, and duration of speech is not usually evaluated clinically. Purpose: This study (1) compared prosody perception and production abilities in children with hearing loss and children with normal hearing; and (2) investigated the effect of age, hearing level, and musicality on prosody perception. Research Design: Participants were 16 children with hearing loss and 16 typically developing controls matched for age and gender. Fifteen of the children with hearing loss were tested while using amplification (n = 9 hearing aids, n = 6 cochlear implants). Six receptive subtests of the Profiling Elements of Prosody in Speech-Communication (PEPS-C), the Child Paralanguage subtest of Diagnostic Analysis of Nonverbal Accuracy 2 (DANVA 2), and Contour and Interval subtests of the Montreal Battery of Evaluation of Amusia (MBEA) were used. Audio recordings of the children’s reading samples were rated using a perceptual prosody rating scale by nine experienced listeners who were blinded to the children’s hearing status. Study Sample: Thirty two children, 16 with hearing loss (mean age = 8.71 yr) and 16 age- and gender-matched typically developing children with normal hearing (mean age = 8.87 yr). Data Collection and Analysis: Assessments were completed in one session lasting 1–2 hours in a quiet room. Test items were presented using a laptop computer through loudspeaker at a comfortable listening level. For children with hearing loss using hearing instruments, all tests were completed with hearing devices set at their everyday listening setting. Results: All PEPS-C subtests and total scores were significantly lower for children with hearing loss compared to controls (p < 0.05). The hearing loss group performed more poorly than the control group in recognizing happy, sad, and fearful emotions in the DANVA 2 subtest. Musicality (composite MBEA scores and musical experience) was significantly correlated with prosody perception scores, but this link was not evident in the regression analyses. Regression modeling showed that age and hearing level (better ear pure-tone average) accounted for 55.4% and 56.7% of the variance in PEPS-C and DANVA 2 total scores, respectively. There was greater variability for the ratings of pitch, pitch variation, and overall impression of prosody in the hearing loss group compared to control group. Prosody perception (PEPS-C and DANVA 2 total scores) and ratings of prosody production were not correlated. Conclusions: Children with hearing loss aged 7–12 yr had significant difficulties in understanding different aspects of prosody and were rated as having more atypical prosody overall than controls. These findings suggest that clinical assessment and speech–language therapy services for children with hearing loss should be expanded to target prosodic difficulties. Future studies should investigate whether musical training is beneficial for improving receptive prosody skills.

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Exploring the time course of semantic interference and associative priming in the picture–word interference task

Quarterly Journal of Experimental Psychology ◽

10.1080/17470210802254383 ◽

2009 ◽

Vol 62 (4) ◽

pp. 789-801 ◽

Cited By ~ 28

Author(s):

Kevin Sailor ◽

Patricia J. Brooks ◽

Paul R. Bruening ◽

Liat Seiger-Gardner ◽

Mark Guterman

Keyword(s):

Lexical Access ◽

Interference Effect ◽

Picture Naming ◽

Time Course ◽

Stimulus Onset ◽

Semantic Context ◽

Associative Priming ◽

Semantic Interference ◽

Interference Task ◽

Naming Latencies

The picture–word interference (PWI) task is a widely used technique for exploring effects of semantic context on lexical access. In this task, printed words are superimposed over pictures to be named, with the timing of the interfering word relative to the picture systematically manipulated. Two experiments ( N = 24 adults in each) explored the time course of effects of associates (e.g., CARROT superimposed on a picture of a rabbit) versus coordinates (e.g., CHIPMUNK superimposed on a picture of a rabbit) on naming latencies. Associates led to faster picture naming than did unrelated words, with facilitative effects occurring at stimulus onset asynchronies (SOAs, in ms) ranging from –450 to 0. Coordinates led to slower naming latencies, with the interference effect restricted to SOAs of –150 and 0. The overlapping time course of associative priming and coordinate interference provides important constraints on models of lexical access in speech production.

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Neural bases of phonological and semantic processing in early childhood

10.1101/858613 ◽

2019 ◽

Author(s):

Avantika Mathur ◽

Douglas Schultz ◽

Yingying Wang

Keyword(s):

Early Childhood ◽

Phonological Processing ◽

Reading Ability ◽

Semantic Processing ◽

Inferior Frontal Gyrus ◽

Early Period ◽

Semantic Knowledge ◽

Typically Developing ◽

Typically Developing Children ◽

Neural Bases

AbstractDuring the early period of reading development, children gain phonological (letter-to-sound mapping) and semantic knowledge (storage and retrieval of word meaning). Their reading ability changes rapidly, accompanied by their learning-induced brain plasticity as they learn to read. This study aims to identify the specialization of phonological and semantic processing in early childhood using a combination of univariate and multivariate pattern analysis. Nineteen typically developing children between the age of five to seven performed visual word-level phonological (rhyming) and semantic (related meaning) judgment tasks during functional magnetic resonance imaging (fMRI) scans. Our multivariate analysis showed that young children with good reading ability have already recruited the left hemispheric regions in the brain for phonological processing, including the inferior frontal gyrus (IFG), superior and middle temporal gyrus, and fusiform gyrus. Additionally, our multivariate results suggested that the sub-regions of the left IFG were specialized for different tasks. Our results suggest the left lateralization of fronto-temporal regions for phonological processing and bilateral activations of parietal regions for semantic processing during early childhood. Our findings indicate that the neural bases of reading have already begun to be shaped in early childhood for typically developing children, which can be used as a control baseline for comparison of children at-risk for reading difficulties.

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Semantic Interference through Multiple Distractors in Picture Naming in People with Aphasia

Journal of Cognitive Neuroscience ◽

10.1162/jocn_a_01731 ◽

2021 ◽

pp. 1-22

Author(s):

Cornelia van Scherpenberg ◽

Rasha Abdel Rahman ◽

Frank Regenbrecht ◽

Hellmuth Obrig

Keyword(s):

Interference Effect ◽

Picture Naming ◽

Language Production ◽

Semantic Processing ◽

Context Effects ◽

Semantic Context ◽

Lexical Representation ◽

Lexical Retrieval ◽

Semantic Interference ◽

The Impact

Abstract When we refer to an object or concept by its name, activation of semantic and categorical information is necessary to retrieve the correct lexical representation. Whereas in neurotypical participants it is well established that semantic context can interfere with or facilitate lexical retrieval, these effects are much less studied in people with lesions to the language network and impairment at different steps of lexical-semantic processing. Here, we applied a novel picture naming paradigm, where multiple categorically related and unrelated words were presented as distractors before a to-be-named target picture. Using eye tracking, we investigated preferential fixation on the cohort members versus nonmembers. Thereby, we can judge the impact of explicit acknowledgment of the category and its effect on semantic interference. We found that, in contrast to neurotypical participants [van Scherpenberg, C., Abdel Rahman, R., & Obrig, H. A novel multiword paradigm for investigating semantic context effects in language production. PLoS One, 15, e0230439, 2020], participants suffering from mild to moderate aphasia did not show a fixation preference on category members but still showed a large interference effect of ∼35 msec, confirming the implicit mechanism of categorical interference. However, preferential fixation on the categorically related cohort words correlated with clinical tests regarding nonverbal semantic abilities and integrity of the anterior temporal lobe. This highlights the role of supramodal semantics for explicit recognition of a semantic category, while semantic interference is triggered if the threshold of lexical cohort activation is reached. Confirming psycholinguistic evidence, the demonstration of a large and persistent interference effect through implicit lexico-semantic activation is important to understand deficits in people with a lesion in thelanguage network, potentially relevant for individualized intervention aiming at improving naming skills.

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Overlooked and Unheard

The Family Journal ◽

10.1177/1066480712452708 ◽

2012 ◽

Vol 20 (4) ◽

pp. 376-383 ◽

Cited By ~ 3

Author(s):

Gabriel I. Lomas ◽

Harold A. Johnson

Keyword(s):

Hearing Loss ◽

Typically Developing ◽

Marriage And Family ◽

Care Experience ◽

Family Counselors ◽

System A ◽

School Based ◽

Low Incidence ◽

Children With Hearing Loss

Children with hearing loss are considered a low-incidence disability population, yet abuse among this population is up to 4 times that of children who are typically developing. The needs among this population are significant, but resources in communities across the nation are few. The authors discuss barriers to disclosure, school-based concerns, and problems with the current child welfare system. A case study offers readers insight into the experience of children with hearing loss in the system. Finally, specific recommendations for marriage and family counselors are offered to improve the foster care experience of children with hearing loss.

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