Spoken Language in Adolescents with Hearing Loss

听力损失青少年的口语

• 批准号: 9276222
• 负责人: Susan Nittrouer
• 金额: $ 58.29万
• 依托单位: UNIVERSITY OF FLORIDA
• 依托单位国家: 美国
• 财政年份: 2017
• 资助国家: 美国
• 起止时间: 2017-03-01 至 2020-02-28
• 项目状态: 已结题
• 来源: https://reporter.nih.gov/project-details/9276222
• 关键词: Acoustics; Address; Adolescent; Affect; Age; Area; Auditory; Basilar Membrane; Categories; Child; Childhood; Cochlear Implants; Code; Congenital Abnormality; Cues; Data Sources; Development; Early Intervention; Electric Stimulation; Environment; Future; Goals; Hearing; Hearing Impaired Persons; Impairment; Infant; Intervention; Investigation; Language; Language Delays; Language Development; Language Disorders; Learning; Life; Linguistics; Live Birth; Longitudinal Studies; Measures; Modernization; Motivation; Neonatal Screening; Newborn Infant; Performance; Property; Puberty; Public Health; Reading; Research; Resistance; Risk; Schools; Short-Term Memory; Signal Transduction; Source; Speech; Speech Perception; Structure; Suggestion; System; Technology; Testing; Work; auditory deprivation; base; clinical practice; cognitive function; design; eighth grade; elementary school; experience; hearing impairment; hearing screening; improved; infancy; instrument; intervention program; junior high school; lexical; literacy; negative affect; outcome forecast; peer; phonology; psychosocial; psychosocial development; scaffold; signal processing; skills; social; syntax; therapy design; trend

Project Summary/Abstract Cochlear implants (CIs) and early intervention – made feasible by newborn hearing screenings – have significantly improved the prognosis that children born with hearing loss (HL) will be able to develop spoken language commensurate to that of their typical peers with normal-hearing (NH). These two advances mean that the average child with HL in elementary school now demonstrates abilities on a range of spoken language measures that are just one standard deviation below the means of those typical peers with NH. Although that level of performance exceeds language abilities attainable before CIs and early intervention were so readily available, these performance levels are not what an average child with HL would be attaining in the absence of HL, and mean performance is not improving. Together those facts represent a critical barrier to progress for both research and clinical practice involving children with HL, and it is that barrier that this project seeks to address. A strong motivation for this work is the finding from earlier investigation showing that children with HL experience a disproportionately larger phonological deficit than the deficit observed for morphosyntactic abilities. That large phonological deficit is presumed to arise due to the poor spectral representations available to listeners with HL, especially if they use CIs. This large phonological deficit is predicted to have cascading effects on other, later-acquired language and literacy functions, which are likely dependent on having keen sensitivity to phonological structure. That prediction is explored on this project with children who have been followed since infancy and are now reaching puberty, believed to be the end of first-language acquisition. The premise underlying this work consists of 3 parts: (1) signal degradation can explain much of the continued language gap of children with HL; (2) that degradation disproportionately affects acquisition of phonological sensitivity, rather than morphosyntactic abilities; and (3) that poor phonological sensitivity will have differential effects on later-learned language skills. In all, 124 children (76 with hearing loss) who participated in a longitudinal study of development since they were infants will be tested on a variety of language, literacy, and psychosocial measures at the conclusion of middle school. The four Specific Aims of the project are to: (1) Assess the speech perception, language, literacy, social, and academic performance of 124 children who participated in a longitudinal project since infancy at the end of middle school. (2) Test the hypothesis that phonological sensitivity (PS) and morphosyntactic abilities (MSA) can be independent of each other, at least for children with HL. (3) Examine earlier precursors to PS and MSA measured in 8th grade. (4) Test the related hypotheses that the acquisition of MSA can be close to normal in the face of signal degradation, as long as children get adequate experience with language, but developing highly refined PS requires having had some experience with more detailed acoustic signals. The impact of the project will be that it will inform future audiological and language interventions for deaf children across childhood.

项目概要/摘要 人工耳蜗 (CI) 和早期干预——通过新生儿听力筛查变得可行——已经 显着改善先天性听力损失（HL）儿童能够发展口语的预后 语言与听力正常的同龄人（NH）相当。这两项进步意味着。 小学时患有 HL 的普通孩子现在表现出了一系列口语能力 的测量值仅比 NH 典型同龄人的测量值低一个标准差。 表现水平超过了 CI 和早期干预如此容易之前可达到的语言能力 的情况下，这些表现水平并不是患有 HL 的普通儿童在没有 HL 和平均绩效没有改善，这些事实共同构成了进步的关键障碍。 涉及 HL 儿童的研究和临床实践，正是该项目力求消除的障碍 这项工作的一个强烈动机是早期调查的结果表明患有 HL 的儿童。 经历了比形态句法观察到的缺陷大得多的语音缺陷 据推测，这种巨大的语音缺陷是由于可用的频谱表示不佳而产生的。 对于患有 HL 的听众来说，特别是如果他们使用 CI，预计这种巨大的语音缺陷会产生级联。 对后来获得的其他语言和读写功能的影响，这些功能可能依赖于敏锐的 在这个项目中，我们对已经接受过语音结构的孩子进行了探索。 从婴儿期开始一直到青春期，人们认为这是第一语言习得的结束。 这项工作的前提由 3 部分组成：(1) 信号衰减可以解释大部分持续的问题 HL 儿童的语言差距；(2) 退化不成比例地影响语音习得 敏感性，而不是形态句法能力；（3）语音敏感性差会产生差异 对后来学习的语言技能的影响 共有 124 名儿童（其中 76 名患有听力损失）参加了一项活动。 自婴儿期以来的发展纵向研究将在各种语言、读写能力和 中学结束时的心理社会措施 该项目的四个具体目标是：(1) 评估 124 名儿童的言语感知、语言、读写能力、社交和学业表现 从婴儿期到中学结束就参加了一个纵向项目 (2) 检验假设： 语音敏感性（PS）和形态句法能力（MSA）至少可以彼此独立 (3) 检查 8 年级测量的早期 PS 和 MSA。 (4) 测试相关的。 假设在信号衰减的情况下，MSA 的采集可以接近正常，只要 孩子们获得了足够的语言经验，但发展高度精细的 PS 需要有一些 该项目的影响在于它将为未来提供信息。 对整个童年时期的聋哑儿童进行听力和语言干预。