Relationships among vocabulary size, nonverbal cognition, and spoken word recognition in adults with cochlear implants

2002 ◽  
Vol 111 (5) ◽  
pp. 2428 ◽  
Author(s):  
Elizabeth A. Collison ◽  
Benjamin Munson ◽  
Arlene E. Carney
Keyword(s):  
Word Recognition ◽  
Cochlear Implants ◽  
Spoken Word Recognition ◽  
Spoken Word ◽  
Vocabulary Size ◽  
Nonverbal Cognition

Children With Cochlear Implants Use Semantic Prediction to Facilitate Spoken Word Recognition

2021 ◽  
pp. 1-14
Author(s):  
Christina Blomquist ◽  
Rochelle S. Newman ◽  
Yi Ting Huang ◽  
Jan Edwards
Keyword(s):  
Word Recognition ◽  
Target Word ◽  
Cochlear Implants ◽  
Language Processing ◽  
Spoken Word Recognition ◽  
Spoken Language ◽  
Spoken Word ◽  
Semantic Cues ◽  
Matched Group ◽  
Spoken Language Processing

Purpose Children with cochlear implants (CIs) are more likely to struggle with spoken language than their age-matched peers with normal hearing (NH), and new language processing literature suggests that these challenges may be linked to delays in spoken word recognition. The purpose of this study was to investigate whether children with CIs use language knowledge via semantic prediction to facilitate recognition of upcoming words and help compensate for uncertainties in the acoustic signal. Method Five- to 10-year-old children with CIs heard sentences with an informative verb ( draws ) or a neutral verb ( gets ) preceding a target word ( picture ). The target referent was presented on a screen, along with a phonologically similar competitor ( pickle ). Children's eye gaze was recorded to quantify efficiency of access of the target word and suppression of phonological competition. Performance was compared to both an age-matched group and vocabulary-matched group of children with NH. Results Children with CIs, like their peers with NH, demonstrated use of informative verbs to look more quickly to the target word and look less to the phonological competitor. However, children with CIs demonstrated less efficient use of semantic cues relative to their peers with NH, even when matched for vocabulary ability. Conclusions Children with CIs use semantic prediction to facilitate spoken word recognition but do so to a lesser extent than children with NH. Children with CIs experience challenges in predictive spoken language processing above and beyond limitations from delayed vocabulary development. Children with CIs with better vocabulary ability demonstrate more efficient use of lexical-semantic cues. Clinical interventions focusing on building knowledge of words and their associations may support efficiency of spoken language processing for children with CIs. Supplemental Material https://doi.org/10.23641/asha.14417627

scholarly journals Audiovisual spoken word recognition by children with cochlear implants

2007 ◽  
Vol 5 (4) ◽  
pp. 250-261 ◽  
Author(s):  
Karen Iler Kirk ◽  
Marcia J. Hay-Mccutcheon ◽  
Rachael Frush Holt ◽  
Sujuan Gao ◽  
Rong Qi ◽  
...  
Keyword(s):  
Word Recognition ◽  
Cochlear Implants ◽  
Spoken Word Recognition ◽  
Spoken Word

Spoken Word Recognition in Children With Cochlear Implants: A Five-Year Study on Speakers of a Tonal Language

2005 ◽  
Vol 26 (Supplement) ◽  
pp. 30S-37S ◽  
Author(s):  
Kathy Yuet Sheung Lee ◽  
Charles Andrew van Hasselt
Keyword(s):  
Word Recognition ◽  
Cochlear Implants ◽  
Spoken Word Recognition ◽  
Spoken Word ◽  
Tonal Language

scholarly journals Delayed lexical access and cascading effects on semantic activation during spoken word recognition in children with hearing aids and cochlear implants: Evidence from eye-tracking

2021 ◽  
Author(s):  
Kelsey Klein ◽  
Elizabeth Walker ◽  
Bob McMurray
Keyword(s):  
Word Recognition ◽  
Target Word ◽  
Cochlear Implants ◽  
Hearing Aids ◽  
Spoken Word Recognition ◽  
Spoken Language ◽  
Spoken Word ◽  
Auditory Input ◽  
Semantic Activation ◽  
Related Item

Objective: The objective of this study was to characterize the dynamics of real-time lexical access, including lexical competition among phonologically similar words, and semantic activation in school-age children with hearing aids (HAs) and children with cochlear implants (CIs). We hypothesized that developing spoken language via degraded auditory input would lead children with HAs or CIs to adapt their approach to spoken word recognition, especially by slowing down lexical access.Design: Participants were children ages 9-12 years old with normal hearing (NH), HAs, or CIs. Participants completed a Visual World Paradigm task in which they heard a spoken word and selected the matching picture from four options. Competitor items were either phonologically similar, semantically similar, or unrelated to the target word. As the target word unfolded, children’s fixations to the target word, cohort competitor, rhyme competitor, semantically related item, and unrelated item were recorded as indices of ongoing lexical and semantic activation.Results: Children with HAs and children with CIs showed slower fixations to the target, reduced fixations to the cohort, and increased fixations to the rhyme, relative to children with NH. This wait-and-see profile was more pronounced in the children with CIs than the children with HAs. Children with HAs and children with CIs also showed delayed fixations to the semantically related item, though this delay was attributable to their delay in activating words in general, not to a distinct semantic source.Conclusions: Children with HAs and children with CIs showed qualitatively similar patterns of real-time spoken word recognition. Findings suggest that developing spoken language via degraded auditory input causes long-term cognitive adaptations to how listeners recognize spoken words, regardless of the type of hearing device used. Delayed lexical activation directly led to delayed semantic activation in children with HAs and CIs. This delay in semantic processing may impact these children’s ability to understand connected speech in everyday life.

Relations Among Linguistic and Cognitive Skills and Spoken Word Recognition in Adults With Cochlear Implants

2004 ◽  
Vol 47 (3) ◽  
pp. 496-508 ◽  
Author(s):  
Elizabeth A. Collison ◽  
Benjamin Munson ◽  
Arlene Earley Carney
Keyword(s):  
Speech Perception ◽  
Word Recognition ◽  
Cochlear Implants ◽  
Cognitive Abilities ◽  
Cognitive Skills ◽  
Spoken Word Recognition ◽  
Recognition Task ◽  
Spoken Word ◽  
Neighborhood Density ◽  
Hearing Sensitivity

This study examined spoken word recognition in adults with cochlear implants (CIs) to determine the extent to which linguistic and cognitive abilities predict variability in speech-perception performance. Both a traditional consonant-vowel-consonant (CVC)-repetition measure and a gated-word recognition measure (F. Grosjean, 1996) were used. Stimuli in the gated-word-recognition task varied in neighborhood density. Adults with CIs repeated CVC words less accurately than did age-matched adults with normal hearing sensitivity (NH). In addition, adults with CIs required more acoustic information to recognize gated words than did adults with NH. Neighborhood density had a smaller influence on gated-word recognition by adults with CIs than on recognition by adults with NH. With the exception of 1 outlying participant, standardized, norm-referenced measures of cognitive and linguistic abilities were not correlated with word-recognition measures. Taken together, these results do not support the hypothesis that cognitive and linguistic abilities predict variability in speech-perception performance in a heterogeneous group of adults with CIs. Findings are discussed in light of the potential role of auditory perception in mediating relations among cognitive and linguistic skill and spoken word recognition.

Spoken Word Recognition Development in Children with Residual Hearing Using Cochlear Implants and Hearing Aids in Opposite Ears

2005 ◽  
Vol 26 (Supplement) ◽  
pp. 82S-91S ◽  
Author(s):  
Rachael Frush Holt ◽  
Karen Iler Kirk ◽  
Laurie S. Eisenberg ◽  
Amy S. Martinez ◽  
Wenonah Campbell
Keyword(s):  
Word Recognition ◽  
Cochlear Implants ◽  
Hearing Aids ◽  
Spoken Word Recognition ◽  
Spoken Word ◽  
Residual Hearing

scholarly journals How vocabulary size in two languages relates to efficiency in spoken word recognition by young Spanish–English bilinguals

2009 ◽  
Vol 37 (4) ◽  
pp. 817-840 ◽  
Author(s):  
VIRGINIA A. MARCHMAN ◽  
ANNE FERNALD ◽  
NEREYDA HURTADO
Keyword(s):  
Word Recognition ◽  
Speech Processing ◽  
Spoken Word Recognition ◽  
Spoken Word ◽  
Vocabulary Knowledge ◽  
Vocabulary Size ◽  
Processing Efficiency ◽  
Lexical Development ◽  
Online Processing ◽  
Speed And Accuracy

ABSTRACTResearch using online comprehension measures with monolingual children shows that speed and accuracy of spoken word recognition are correlated with lexical development. Here we examined speech processing efficiency in relation to vocabulary development in bilingual children learning both Spanish and English (n=26 ; 2 ; 6). Between-language associations were weak: vocabulary size in Spanish was uncorrelated with vocabulary in English, and children's facility in online comprehension in Spanish was unrelated to their facility in English. Instead, efficiency of online processing in one language was significantly related to vocabulary size in that language, after controlling for processing speed and vocabulary size in the other language. These links between efficiency of lexical access and vocabulary knowledge in bilinguals parallel those previously reported for Spanish and English monolinguals, suggesting that children's ability to abstract information from the input in building a working lexicon relates fundamentally to mechanisms underlying the construction of language.

scholarly journals Spoken word recognition by Latino children learning Spanish as their first language

2007 ◽  
Vol 34 (2) ◽  
pp. 227-249 ◽  
Author(s):  
NEREYDA HURTADO ◽  
VIRGINIA A. MARCHMAN ◽  
ANNE FERNALD
Keyword(s):  
Word Recognition ◽  
Language Learning ◽  
Speech Processing ◽  
English Learners ◽  
Spoken Word Recognition ◽  
Spoken Language ◽  
Spoken Word ◽  
Older Children ◽  
Vocabulary Size ◽  
The Impact

Research on the development of efficiency in spoken language understanding has focused largely on middle-class children learning English. Here we extend this research to Spanish-learning children (n=49; M=2;0; range=1;3–3;1) living in the USA in Latino families from primarily low socioeconomic backgrounds. Children looked at pictures of familiar objects while listening to speech naming one of the objects. Analyses of eye movements revealed developmental increases in the efficiency of speech processing. Older children and children with larger vocabularies were more efficient at processing spoken language as it unfolds in real time, as previously documented with English learners. Children whose mothers had less education tended to be slower and less accurate than children of comparable age and vocabulary size whose mothers had more schooling, consistent with previous findings of slower rates of language learning in children from disadvantaged backgrounds. These results add to the cross-linguistic literature on the development of spoken word recognition and to the study of the impact of socioeconomic status (SES) factors on early language development.

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