How children with cochlear implants learn speech from their environments

植入人工耳蜗的儿童如何从环境中学习言语

基本信息

批准号：
10408681
负责人：
Margaret Emilyn Cychosz
金额：
$ 6.91万
依托单位：
UNIV OF MARYLAND, COLLEGE PARK
依托单位国家：
美国
项目类别：
财政年份：
2021
资助国家：
美国
起止时间：
2021-06-01 至 2023-05-31
项目状态：
已结题

来源：
https://reporter.nih.gov/project-details/10408681
关键词：
4 year old Acoustics Adult Age Auditory Caregivers Categories Child Child Language Childhood Clinical Cochlear Implants Communities Complex Cues Data Development Discrimination Environment Exposure to Eye Movements Family Practice Fellowship Future Goals Hearing Home Home environment Language Language Delays Language Development Learning Life Measures Methodology Modeling Outcome Perception Population Populations at Risk Portraits Preschool Child Production Readiness Recommendation Research Research Personnel Risk Schools Scientist Series Short-Term Memory Signal Transduction Source Speech Speech Delay Speech Development Speech Discrimination Speech Perception Statistical Models Techniques Testing Time Training Update Vocabulary Work auditory deprivation auditory feedback childhood hearing loss clinical practice educational atmosphere evidence base experience experimental study hearing impairment high risk implantation improved improved outcome innovation language outcome literacy normal hearing novel pediatrician peer preimplantation remediation skills success virtual visual tracking vocalization

项目摘要

Project Summary Children with cochlear implants are at risk of speech and language delays, performing worse than children with normal hearing on virtually every measure of speech, language, and literacy. Children with typical hearing have stronger speech-language outcomes when they hear more language in the home. But children with cochlear implants spend the first months and years of life with little to no auditory input. It remains unclear how the home language environment predicts their speech outcomes. The proposed experiments will evaluate how differences in the everyday language experiences of children with cochlear implants predict their speech-language development. This research will produce evidence that can guide clinicians and pediatricians in recommending at-home practices that promote healthy speech-language development in children with cochlear implants. To accomplish these goals, the team will 1) measure how production practice in children with cochlear implants predicts their spoken language maturity. The team will do this by constructing a large-scale, naturalistic audio corpus to evaluate differences in the quantity of speech that children with and without cochlear implants experience in the home (Experiment 1). It has been suggested that the home language environments of children with hearing loss differ from those of children with normal hearing, but little work has rigorously tested this for preschool children with cochlear implants. In piloting, the research team found that children with cochlear implants heard less speech from adult speakers than their normal-hearing peers, but they did not speak less than the children with normal hearing. Experiment 2 will examine whether the early language environments of children with cochlear implants predict speech production outcomes four months later, a relationship that the research team has documented for children with normal hearing. Next, the team will 2) determine how the quantity of everyday vocalizations and adult input predicts speech discrimination skills in children with cochlear implants. The team will do this by conducting in-lab looking-while-listening eye movement experiments to evaluate discrimination difficulty of different phonemic contrasts (Experiment 3). Experiment 4 then evaluates how a battery of measures from the language environments of children with cochlear implants predict discrimination accuracy. Together, these studies innovatively respond to the question of how early language experience may improve speech outcomes for children with cochlear implants. The combination of in-lab experimentation with naturalistic portraits of children’s everyday learning environments will rigorously isolate which components of the home environment are most beneficial for these children’s speech development. More broadly, results will characterize the early language learning environment (adult input and self-auditory feedback) and demonstrate how early auditory disruptions, such as those experienced by children with hearing loss, might be remedied through at- home language practices.

项目概要植入人工耳蜗的儿童面临言语和语言发育迟缓的风险，表现比儿童差几乎所有言语、语言和识字能力都具有正常听力具有典型听力的儿童。当孩子在家中听到更多语言时，他们的言语语言效果会更强。人工耳蜗在生命的最初几个月和几年里几乎没有听觉输入，目前尚不清楚这是如何发生的。家庭语言环境可以预测他们的言语结果。拟议的实验将评估儿童日常语言体验的差异这项研究将通过人工耳蜗预测他们的言语发展。指导大象和儿科医生推荐促进健康言语的家庭实践为了实现这些目标，该团队将 1) 衡量如何评估植入人工耳蜗的儿童的发育情况。人工耳蜗儿童的生产实践可以预测他们的口语成熟度。将通过构建一个大规模的、自然的音频语料库来评估音频数量的差异来做到这一点植入和未植入人工耳蜗的儿童在家中经历的言语（实验 1）。研究表明，听力损失儿童的家庭语言环境与听力损失儿童的家庭语言环境不同。听力正常，但很少有工作对植入人工耳蜗的学龄前儿童进行严格测试。研究小组发现，植入人工耳蜗的儿童听到的成人讲话少于他们的孩子听力正常的同龄人，但他们说话的次数并不比实验 2 听力正常的孩子少。检查植入人工耳蜗的儿童的早期语言环境是否可以预测言语产生四个月后的结果，研究小组记录了正常儿童的关系接下来，团队将 2) 确定日常发声和成人输入的数量。该团队将通过进行预测来预测植入人工耳蜗的儿童的言语辨别能力。实验室中边听边看的眼动实验评估不同语言的辨别难度音素对比（实验 3）然后评估一系列的语言测量结果。植入人工耳蜗的儿童的环境可以预测辨别准确性。这些研究共同创新地回答了如何改善早期语言体验的问题人工耳蜗儿童的言语结果将实验室实验与自然主义相结合。儿童日常学习环境的肖像将严格隔离家庭的哪些组成部分更广泛地说，结果将体现出对这些孩子的言语发展最有利的环境。早期语言学习环境（成人输入和自我听觉反馈）并展示如何早期听觉障碍，例如听力损失儿童所经历的听觉障碍，可以通过以下方式得到补救：家庭语言练习。

项目成果

期刊论文数量（5）

专著数量（0）

科研奖励数量（0）

会议论文数量（0）

专利数量（0）

The coarticulation-duration relationship in early Quechua speech.

早期盖丘亚语语音中的协同发音-持续时间关系。

DOI：
10.1016/j.wocn.2021.101052
发表时间：
2021
期刊：
Journal of phonetics
影响因子：
1.9
作者：
Cychosz,Margaret
通讯作者：
Cychosz,Margaret

LANGUAGE EXPOSURE PREDICTS CHILDREN'S PHONETIC PATTERNING: EVIDENCE FROM LANGUAGE SHIFT.

语言接触可预测儿童的语音模式：来自语言转变的证据。

DOI：
10.1353/lan.0.0269
发表时间：
2022
期刊：
Language
影响因子：
2.1
作者：
Cychosz,Margaret
通讯作者：
Cychosz,Margaret

Preschoolers rely on rich speech representations to process variable speech.

DOI：
10.1111/cdev.13922
发表时间：
2023-07
期刊：
CHILD DEVELOPMENT
影响因子：
4.6
作者：
Cychosz, Margaret;Mahr, Tristan;Munson, Benjamin;Newman, Rochelle;Edwards, Jan R.
通讯作者：
Edwards, Jan R.

Combining observational and experimental approaches to the development of language and communication in rural samples: Opportunities and challenges.

结合观察和实验方法来发展农村样本的语言和交流：机遇和挑战。

DOI：
10.1017/s0305000922000617
发表时间：
2023
期刊：
Journal of child language
影响因子：
2.2
作者：
Cristia,Alejandrina;Foushee,Ruthe;Aravena-Bravo,Paulina;Cychosz,Margaret;Scaff,Camila;Casillas,Marisa
通讯作者：
Casillas,Marisa