scholarly journals Alpha EEG Frontal Asymmetries during Audiovisual Perception in Cochlear Implant Users

2015 ◽  
Vol 54 (06) ◽  
pp. 500-504 ◽  
Author(s):  
A. G. Maglione ◽  
A. Scorpecci ◽  
P. Malerba ◽  
P. Marsella ◽  
S. Giannantonio ◽  
...  
Keyword(s):  
Cochlear Implant ◽  
Alpha Rhythm ◽  
Normal Hearing ◽  
Experimental Conditions ◽  
Audiovisual Perception ◽  
Audiovisual Stimuli ◽  
The Difference ◽  
Eeg Alpha ◽  
The One ◽  
Hearing Children

SummaryObjectives: The aim of the present study is to investigate the variations of the electroencephalographic (EEG) alpha rhythm in order to measure the appreciation of bilateral and unilateral young cochlear implant users during the observation of a musical cartoon. The cartoon has been modified for the generation of three experimental conditions: one with the original audio, another one with a distorted sound and, finally, a mute version.Methods: The EEG data have been recorded during the observation of the cartoons in the three experimental conditions. The frontal alpha EEG imbalance has been calculated as a measure of motivation and pleasantness to be compared across experimental populations and conditions.Results: The EEG frontal imbalance of the alpha rhythm showed significant variations during the perception of the different cartoons. In particular, the pattern of activation of normal-hearing children is very similar to the one elicited by the bilateral implanted patients. On the other hand, results related to the unilateral subjects do not present significant variations of the imbalance index across the three cartoons.Conclusion: The presented results suggest that the unilateral patients could not appreciate the difference in the audio format as well as bilaterally implanted and normal hearing subjects. The frontal alpha EEG imbalance is a useful tool to detect the differences in the appreciation of audiovisual stimuli in cochlear implant patients.

Human auditory system maturation: A neurophysiological comparison between normal‐hearing children and children who use a cochlear implant

1998 ◽  
Vol 103 (5) ◽  
pp. 2885-2885
Author(s):  
Curtis W. Ponton ◽  
Manuel Don ◽  
Betty Kwong ◽  
Michael D. Waring ◽  
Jos J. Eggermont
Keyword(s):  
Cochlear Implant ◽  
Auditory System ◽  
Normal Hearing ◽  
Human Auditory System ◽  
Hearing Children

The Developmental Trajectory of Spatial Listening Skills in Normal-Hearing Children

2012 ◽  
Vol 55 (3) ◽  
pp. 865-878 ◽  
Author(s):  
Rosemary Elizabeth Susan Lovett ◽  
Pádraig Thomas Kitterick ◽  
Shan Huang ◽  
Arthur Quentin Summerfield
Keyword(s):  
Speech Perception ◽  
Cochlear Implants ◽  
Normal Hearing ◽  
Developmental Trajectory ◽  
Speech In Noise ◽  
The Difference ◽  
The Right ◽  
Hearing Children ◽  
Spatial Listening ◽  
Movement Tracking

Purpose To establish the age at which children can complete tests of spatial listening and to measure the normative relationship between age and performance. Method Fifty-six normal-hearing children, ages 1.5–7.9 years, attempted tests of the ability to discriminate a sound source on the left from one on the right, to localize a source, to track moving sources, and to perceive speech in noise. Results Tests of left–right discrimination, movement tracking, and speech perception were completed by ≥75% of children older than 3 years. Children showed adult levels of performance from age 1.5 years (movement tracking), 3 years (left–right discrimination), and 6 years (localization and speech in noise). Spatial release from masking—calculated as the difference in speech reception thresholds between conditions with spatially coincident and spatially separate speech and noise—remained constant at 5 dB from age 3 years. Data from a separate study demonstrate the age at which children with cochlear implants can complete the same tests. Assessments of left–right discrimination, movement tracking, and speech perception were completed by ≥75% of children who are older than 5 years and who wear cochlear implants. Conclusion These data can guide the selection of tests for future studies and inform the interpretation of results from clinical populations.

A Comparison of Persian Vowel Production in Hearing-Impaired Children Using a Cochlear Implant and Normal-Hearing Children

2016 ◽  
Vol 30 (3) ◽  
pp. 340-344 ◽  
Author(s):  
Narges Jafari ◽  
Michael Drinnan ◽  
Reyhane Mohamadi ◽  
Fariba Yadegari ◽  
Mandana Nourbakhsh ◽  
...  
Keyword(s):  
Cochlear Implant ◽  
Normal Hearing ◽  
Hearing Impaired ◽  
Vowel Production ◽  
Hearing Children ◽  
Impaired Children ◽  
Hearing Impaired Children

scholarly journals Parental Expectation from Children with Cochlear Implants in Indian Context: a Questionnaire Based Study

2016 ◽  
Vol 21 (02) ◽  
pp. 156-160 ◽  
Author(s):  
Prawin Kumar ◽  
Himanshu Sanju ◽  
Rajkishor Mishra ◽  
Varun Singh ◽  
Priyanka Mohan
Keyword(s):  
Social Skills ◽  
Cochlear Implant ◽  
Parental Support ◽  
Rating Scale ◽  
Normal Hearing ◽  
High Expectations ◽  
Intensive Training ◽  
Point Rating Scale ◽  
High Standards ◽  
Hearing Children

Introduction Parental support is important in the habilitation/rehabilitation of children using cochlear implant devices. Hence, it is important for families to know the realistic expectations regarding outcomes from CIs. Objective The objective of the present study is to know the parents' expectation from children using CIs. Methods For this study, we recruited 23 parents of children using CIs. We administered 15 questions translated in to Hindi related to communication abilities, social skills, academic achievement, change in future life, rehabilitation demand, and stress due to hearing impairment. Results The response of the questions (5-point rating scale) related to communication abilities showed that parents were expecting children using CIs to use the telephone (95%), to be able to detect soft sounds (99%), to listen in crowds (86%), to be able to easily understand others (76%), and to show improvement in communication skills (78%). Similarly, for questions related to social skills showed 90% of the parents expecting that their children with CIs should be able to easily make friends with normal hearing peers, and 80% of the parents were expecting the children to achieve high standards in their reading and writing skills. Questions related to change in future life showed 86% of the parents expecting their children with CIs to act like normal hearing children. Further, 78% parents showed positive response regarding importance of intensive training. However, 70% of the parents reported stress in the family due to the existence of the hearing impaired child. Conclusion Overall, the existing questionnaire-based study showed that parents have high expectations from their children with cochlear implant.

scholarly journals O Impacto do Implante Coclear na Linguagem Oral das Crianças com Surdez Congénita

2015 ◽  
Vol 28 (4) ◽  
pp. 442 ◽  
Author(s):  
Daniela Ramos ◽  
João Xavier Jorge ◽  
António Teixeira ◽  
Carlos Ribeiro ◽  
António Paiva
Keyword(s):  
Cochlear Implant ◽  
Oral Language ◽  
Syntactic Structure ◽  
Sensorineural Deafness ◽  
Normal Hearing ◽  
School Level ◽  
Evaluation Instrument ◽  
Verbal Language ◽  
Significant Difference ◽  
Hearing Children

<strong>Introduction:</strong> Children with severe to profound sensorineural deafness can acquire vocabulary and syntactic structures to communicate by oral language, after cochlear implant.<br /><strong>Aim:</strong> Identify the linguistic skills of children with cochlear implant.<br /><strong>Material and Methods:</strong> Eighteen children of both gender, between 9 and 10 years, with congenital bilateral deafness, using cochlear implant, were studied. The evaluation instrument used was Observation Chart of Language-School Level. The results were compared with standard of normal-hearing children with the same hearing age.<br /><strong>Results:</strong> The scores registered in the linguistics structures studied, comparing implanted children and standard, was: phonology, 29.44 ± 8.4 vs. 29.68 ± 5.90, p = 0.91; semantics, 18.55 ± 8.89 vs. 19.20 ± 4.85, p = 0.76; morpho-syntax 21.89 ± 12.85 vs. 26.35 ± 10.36, p = 0.159. Regarding the tests of semantics, there was no significant difference. Concerning the tests of morpho-syntactic structure, the<br />difference was significant in the derivation of words, 2.83 ± 2.81 vs. 4.65 ± 1.64, p = 0.014. In the phonology, a significant difference was found comparing implanted children and standard, in the discrimination of pseudo words, 6.6 ± 2.8 vs. 8.37 ± 2.32, p = 0.023. However, in syllabic segmentation, implanted children had a mean score 8.56 ± 1.6 significantly higher than standard, 5.9 ± 1.58, p &lt; 0.001.<br /><strong>Discussion:</strong> The similarity of the scores obtained by children with cochlear implants with the standard, in the language components studied confirms that cochlear implant promotes the development of oral verbal language in children with congenital deafness.<br /><strong>Conclusions:</strong> Implanted children had acquired language skills similar to normal-hearing children with the same hearing age.

Self-esteem and social well-being of children with cochlear implant compared to normal-hearing children

2008 ◽  
Vol 72 (7) ◽  
pp. 1113-1120 ◽  
Author(s):  
Lone Percy-Smith ◽  
Per Cayé-Thomasen ◽  
Mette Gudman ◽  
Jørgen Hedegaard Jensen ◽  
Jens Thomsen
Keyword(s):  
Cochlear Implant ◽  
Well Being ◽  
Self Esteem ◽  
Normal Hearing ◽  
Hearing Children

scholarly journals Late development of the categorical perception of speech sounds in pre-adolescent children

2005 ◽  
Vol 42 ◽  
pp. 13-31
Author(s):  
Victoria Medina ◽  
Willy Serniclaes
Keyword(s):  
Cochlear Implant ◽  
Speech Intelligibility ◽  
Categorical Perception ◽  
Normal Hearing ◽  
Deaf Children ◽  
First Year ◽  
Functional Implications ◽  
Concomitant Reduction ◽  
Phonetic Features ◽  
Hearing Children

While the perilinguistic child is endowed with predispositions for the categorical perception of phonetic features, their adaptation to the native language results from a long evolution from the end of the first year of age up to the adolescence. This evolution entails both a better discrimination between phonological categories, a concomitant reduction of the discrimination between within-category variants, and a higher precision of perceptual boundaries between categories. The first objective of the present study was to assess the relative importance of these modifications by comparing the perceptual performances of a group of 11 children, aged from 8 to 11 years, with those of their mothers. Our second objective was to explore the functional implications of categorical perception by comparing the performances of a group of 8 deaf children, equipped with a cochlear implant, with normal-hearing chronological age controls. The results showed that the categorical boundary was slightly more precise and that categorical perception was consistently larger in adults vs. normal-hearing children. Those among the deaf children who were able to discriminate minimal distinctions between syllables displayed categorical perception performances equivalent to those of normal-hearing controls. In conclusion, the late effect of age on the categorical perception of speech seems to be anchored in a fairly mature phonological system, as evidenced the fairly high precision of categorical boundaries in pre-adolescents. These late developments have functional implications for speech perception in difficult conditions as suggested by the relationship between categorical perception and speech intelligibility in cochlear implant children.  

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