The Effect of Instructional Manipulation on the Cognitive Performance of Normal-Hearing and Deaf Children

1981 ◽  
Vol 5 (1) ◽  
pp. 14-22 ◽  
Author(s):  
Robert K. Rittenhouse
Keyword(s):  
Cognitive Performance ◽  
Normal Hearing ◽  
Deaf Children ◽  
Instructional Manipulation

scholarly journals Rapid learning of minimally different words in five- to six-year-old children: effects of acoustic salience and hearing impairment

2015 ◽  
Vol 43 (2) ◽  
pp. 310-337 ◽  
Author(s):  
MARCEL R. GIEZEN ◽  
PAOLA ESCUDERO ◽  
ANNE E. BAKER
Keyword(s):  
Cochlear Implant ◽  
Hearing Impairment ◽  
Normal Hearing ◽  
Task Demands ◽  
Deaf Children ◽  
Matching Task ◽  
Object Matching ◽  
Rapid Learning ◽  
Minimal Pairs

AbstractThis study investigates the role of acoustic salience and hearing impairment in learning phonologically minimal pairs. Picture-matching and object-matching tasks were used to investigate the learning of consonant and vowel minimal pairs in five- to six-year-old deaf children with a cochlear implant (CI), and children of the same age with normal hearing (NH). In both tasks, the CI children showed clear difficulties with learning minimal pairs. The NH children also showed some difficulties, however, particularly in the picture-matching task. Vowel minimal pairs were learned more successfully than consonant minimal pairs, particularly in the object-matching task. These results suggest that the ability to encode phonetic detail in novel words is not fully developed at age six and is affected by task demands and acoustic salience. CI children experience persistent difficulties with accurately mapping sound contrasts to novel meanings, but seem to benefit from the relative acoustic salience of vowel sounds.

Assessment of Nasalization in the Speech of Deaf Children

1976 ◽  
Vol 19 (2) ◽  
pp. 393-416 ◽  
Author(s):  
K. N. Stevens ◽  
R. S. Nickerson ◽  
A. Boothroyd ◽  
A. M. Rollins
Keyword(s):  
Visual Display ◽  
Normal Hearing ◽  
Deaf Children ◽  
Objective Measures ◽  
Deaf People ◽  
Objective Data ◽  
Visual Aids ◽  
Number Of Children ◽  
Computer Controlled ◽  
Impaired Children

Nasality is widely recognized as a problem in the speech of many deaf people. This paper describes one approach to the assessment of nasalization and to the development of visual aids to assist in the training of velopharyngeal control. The approach involves detection of the velopharyngeal opening during voiced sounds by means of a small accelerometer attached to the nose, and presentation of the accelerometer output on a computer-controlled visual display. The display may be used as a training aid, or for the purpose of analyzing either recorded or live speech. Objective data are presented on some of the properties of the accelerometer output for the speech of people with normal hearing and of a number of children whose hearing is severely impaired. These data show inadequate velopharyngeal control, particularly improper nasalization of certain vowels, for a significant number of the deaf children. For a group of the hearing-impaired children, subjective judgments of the adequacy of velopharyngeal control and of other speech attributes were obtained. Correlations among these judgments and relations between judgments of adequacy of velopharyngeal control and the objective measures of nasalization are shown. Some comments are made on the development of procedures for the training of velopharyngeal control using the display as an aid.

Cutile Air and Bone Conduction Thresholds of the Deaf

1970 ◽  
Vol 36 (8) ◽  
pp. 571-579 ◽  
Author(s):  
E. Harris Nober
Keyword(s):  
High Intensity ◽  
Subcutaneous Injection ◽  
Bone Conduction ◽  
Low Frequency ◽  
Normal Hearing ◽  
Auditory Sensitivity ◽  
Deaf Children ◽  
Residual Hearing ◽  
Tactile Receptors

This article reports an exploration of whether low frequency air and bone thresholds elicited at high intensity levels from deaf children reflect valid auditory sensitivity or are mediated through cutaneous-tactile receptors. Twenty-one subjects comprised of 5 “priority deaf” subjects (totally deaf), 6 “control deaf” subjects (residual hearing) and 10 “normal” hearing were given a local subcutaneous injection of 2 percent xylocaine to eliminate local cutaneous-tactile interference. Results indicated the air thresholds extinguished during the anesthetic block only for priority deaf subjects with “cutile” (cutaneous-tactile) thresholds and not for the control deaf with residual hearing or for the normal hearing group. It was concluded that air and bone thresholds of many profoundly deaf children are not auditory but are mediated through cutaneous-tactile receptors.

scholarly journals Imitation of Nonwords by Deaf Children after Cochlear Implantation: Preliminary Findings

2002 ◽  
Vol 111 (5_suppl) ◽  
pp. 91-96 ◽  
Author(s):  
Miranda Cleary ◽  
Caitlin Dillon ◽  
David B. Pisoni
Keyword(s):  
Normal Hearing ◽  
Deaf Children ◽  
Nonword Repetition ◽  
The Novel ◽  
Perceptual Judgments ◽  
Wide Variability ◽  
Component Processes ◽  
Linguistic Analyses ◽  
Hearing Children ◽  
Repetition Task

Fourteen prelingually deafened pediatric users of the Nucleus-22 cochlear implant were asked to imitate auditorily presented nonwords. The children's utterances were recorded, digitized, and broadly transcribed. The target patterns and the children's imitations were then played back to normal-hearing adult listeners in order to obtain perceptual judgments of repetition accuracy. The results revealed wide variability in the children's ability to repeat the novel sound sequences. Individual differences in the component processes of encoding, memory, and speech production were strongly reflected in the nonword repetition scores. Duration of deafness before implantation also appeared to be a factor associated with imitation performance. Linguistic analyses of the initial consonants in the nonwords revealed that coronal stops were imitated best, followed by the coronal fricative /s/, and then the labial and velar stops. Labial fricatives were poorly imitated. The theoretical significance of the nonword repetition task as it has been used in past studies of working memory and vocabulary development in normal-hearing children is discussed.

Early Cochlear Implantation in Children Allows Normal Development of Central Auditory Pathways

2002 ◽  
Vol 111 (5_suppl) ◽  
pp. 38-41 ◽  
Author(s):  
Anu Sharma ◽  
Anthony Spahr ◽  
Michael Dorman ◽  
N. Wendell Todd
Keyword(s):  
Auditory System ◽  
Cochlear Implantation ◽  
Auditory Evoked Potentials ◽  
Normal Hearing ◽  
Auditory Evoked Potential ◽  
Deaf Children ◽  
Sensitive Period ◽  
Central Auditory System ◽  
Significant Difference ◽  
Central Auditory Pathways

The goal of this study was to determine whether there is a sensitive period during early development when a cochlear implantation can occur into a minimally degenerate and/or highly plastic central auditory system. Our measure of central auditory deprivation was latency of the P1 auditory evoked potential, whose generators include auditory thalamocortical areas. Auditory evoked potentials were recorded in 18 congenitally deaf children who were fitted with cochlear implants by 3.5 years of age. The P1 latencies of the children with implants were compared with the P1 latencies of their age-matched peers with normal hearing. There was no significant difference between the P1 latencies of the children with implants and the children with normal hearing. The present results suggest that early implantation occurs in a central auditory system that is minimally degenerate and/or highly plastic. Studies are ongoing to assess the consequences to the developing central auditory system of initiating electrical stimulation at later ages.

Auditory, Visual, and Auditory-Visual Recognition of Consonants by Children with Normal and Impaired Hearing

1972 ◽  
Vol 15 (2) ◽  
pp. 413-422 ◽  
Author(s):  
Norman P. Erber
Keyword(s):  
Visual Recognition ◽  
Normal Hearing ◽  
Hearing Impaired ◽  
Deaf Children ◽  
Impaired Hearing ◽  
Acoustic Information ◽  
Hearing Children ◽  
Visual Reception ◽  
Impaired Children ◽  
Better Than

The consonants /b, d, g, k, m, n, p, t/ were presented to normal-hearing, severely hearing-impaired, and profoundly deaf children through auditory, visual, and combined auditory-visual modalities. Through lipreading alone, all three groups were able to discriminate between the places of articulation (bilabial, alveolar, velar) but not within each place category. When they received acoustic information only, normal-hearing children recognized the consonants nearly perfectly, and severely hearing-impaired children distinguished accurately between voiceless plosives, voiced plosives, and nasal consonants. However, the scores of the profoundly deaf group were low, and they perceived even voicing and nasality cues unreliably. Although both the normal-hearing and the severely hearing-impaired groups achieved nearly perfect recognition scores through simultaneous auditory-visual reception, the performance of the profoundly deaf children was only slightly better than that which they demonstrated through lipreading alone.

Vestibular Deficits in Deaf Children

1996 ◽  
Vol 115 (1) ◽  
pp. 70-77 ◽  
Author(s):  
Peter A. Selz ◽  
Marian Girardi ◽  
Horst R. Konrad ◽  
Larry F. Hughes
Keyword(s):  
Hearing Loss ◽  
Normal Hearing ◽  
Spontaneous Nystagmus ◽  
Deaf Children ◽  
Profound Hearing Loss ◽  
Hereditary Deafness ◽  
Balance System ◽  
The Status ◽  
Hearing Children ◽  
Future Evaluation

Considerable knowledge has been accumulated regarding acquired and congenital deafness in children. However, despite the intimate relationship between the auditory and vestibular systems, data are limited regarding the status of the balance system in these children. Using a test population of 15 children, aged 8 to 17 years, we performed electronystagmography testing. The test battery consisted of the eye-tracking (gaze nystagmus, spontaneous nystagmus, saccade, horizontal pursuit and optokinetic) tests, positional/positioning (Dix-Hallpike and supine) tests, and rotational chair tests. With age-matched controls, five children were tested in each of the following three categories: normal hearing, hereditary deafness, and acquired deafness. The children in the hereditary deafness category were congenitally deaf and had a family history of deafness. Those subjects in the acquired deafness category had hearing loss before the age of 2 years, after meningitis. Analysis of variance demonstrated significant differences between the two deaf groups and the control subjects in the gaze nystagmus test, saccade latencies, horizontal pursuit phase, and Dix-Hallpike and supine positionally provoked nystagmus. Also, significant differences were found in rotational chair gain and phase between the deaf and normal-hearing children. The children with acquired deafness exhibited the most profound results. In addition, there were significant differences in rotational chair gain between the acquired and congenitally deaf children. No differences were noted in horizontal pursuit gains, saccade accuracies, or saccade asymmetries. These preliminary data demonstrate that the etiologic factors responsible for congenital and acquired deafness in children may indeed affect the balance system as well. These findings of possible balance disorders in conjunction with the profound hearing loss in this patient population will have prognostic implications in the future evaluation, treatment, and rehabilitation of these patients.

scholarly journals Cognitive functioning in Deaf children using Cochlear implants

2021 ◽  
Vol 21 (1) ◽  
Author(s):  
Fidaa Almomani ◽  
Murad O. Al-momani ◽  
Soha Garadat ◽  
Safa Alqudah ◽  
Manal Kassab ◽  
...  
Keyword(s):  
Hearing Loss ◽  
Cognitive Development ◽  
Cognitive Functioning ◽  
Cochlear Implants ◽  
Cognitive Abilities ◽  
Human Action ◽  
Normal Hearing ◽  
Deaf Children ◽  
Cognitive Improvement ◽  
Children With Hearing Loss

Abstract Background Cognitive abilities like language, memory, reasoning, visualization, and perceptual functioning shape human action and are considered critical to the successful interaction with the environment. Alternatively, hearing loss can disrupt a child’s ability to communicate, and negatively impact cognitive development. Cochlear implants (CI) restore auditory input thereby supporting communication and may enhance cognitive performance. This study compares general cognitive development after cochlear implantation (2017–2019) in two groups of Jordanian children implanted earlier (age:4–6 years, N = 22) and later (7–9 years, N = 16) to the development of randomly selected normal hearing peers (N = 48). Design Visualization, reasoning, memory, and attention were assessed using the Leiter-R scale at baseline (before implantation), 8 months and 16 months post implantation for children with hearing loss. Same times of testing (baseline, 8 months and 16 months) were used for normal hearing peers. Results Over the 16-month period, the cognitive improvement of 4–6-year-old deaf children was greater than that of their normal hearing peers on the scales of visualization (5.62 vs. 4.40), reasoning (2.53 vs. 2.38) and memory (17.19 vs. 11.67). while the improvement of 7–9-year-old was less major than that of their normal hearing peers on all scales. Conclusions These results suggest that CI not only enhances communication skills but may improve cognitive functioning in deaf children. However, the extent of this improvement was dependent on age at intervention; current results demonstrated that the children received CI at young ages had better cognitive improvements.

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