COMPLEX LISTENING SKILLS IN SCHOOL-AGE HARD OF HEARING CHILDREN

学龄听力障碍儿童的复杂听力技能

基本信息

批准号：
10671620
负责人：
Ryan W. McCreery
金额：
$ 56.96万
依托单位：
FATHER FLANAGAN'S BOYS' HOME
依托单位国家：
美国
项目类别：
财政年份：
2013
资助国家：
美国
起止时间：
2013-12-01 至 2025-07-31
项目状态：
未结题

来源：
https://reporter.nih.gov/project-details/10671620
关键词：
Adult Affect Attention Auditory Behavioral Bilateral Hearing Loss Child Child Language Cognitive Complex Data Development Early Intervention Early identification Environment Foundations Frequencies Hearing Aids Individual Individual Differences Intervention Knowledge Language Learning Life Linguistics Long-Term Effects Measures Mediating Mission Modeling Noise Pattern Performance Population Predisposition Process Public Health Research Research Proposals Resolution School-Age Population Sensory Short-Term Memory Signal Transduction Social Environment Speech Stimulus Testing Theoretical model United States United States National Institutes of Health Weight cognitive ability educational atmosphere experience hard of hearing hearing impairment improved individualized medicine information processing insight interest normal hearing novel peer personalized strategies restoration segregation selective attention skills social sound speech in noise speech recognition

项目摘要

PROJECT SUMMARY/ABSTRACT Many children with hearing loss (CHL) now receive early intervention within the first few months of life. Even with early intervention, however, some CHL with hearing aids do not reach their full developmental potential. Challenges are compounded in learning and social environments because most listening environments are characterized by background noise. CHL experience significantly greater difficulty than children with normal hearing (CNH) with understanding speech in noisy situations. CHL who wear hearing aids are an under- studied population, leading to substantial gaps in our knowledge regarding the underlying mechanisms for their speech in noise deficits. A limited understanding of the mechanisms for speech recognition in noise hinders the development of targeted intervention strategies to reduce these deficits. The current proposal will identify factors that underlie variability in speech recognition in noise in school-age CHL who use hearing aids. This proposal is based on the premise that selective attention, working memory, and language support processes that are crucial for speech recognition in noise. The current proposal seeks to test the hypothesis that CHL with better selective attention, working memory, and language abilities will have stronger spectral resolution, perceptual weighting for speech, and less susceptibility to informational masking. Advantages in these skills will be associated with better speech understanding in noise. Three specific aims are proposed: Aim 1. Examine the effects of selective attention, working memory, and spectral resolution on speech recognition in noise. Aim 2. Characterize the effects of selective attention and language on perceptual weighting for speech in noise. Aim 3. Evaluate selective attention as a predictor of speech recognition in speech maskers. In Aim 1, we will examine measures of selective attention, working memory, and spectral resolution on speech recognition in noise for CNH and CHL. We predict that selective attention and working memory support spectral resolution in children, which in turn support speech recognition in noise. In Aim 2, perceptual weighting functions will be measured for speech stimuli that vary in linguistic complexity. We predict that CNH and CHL with stronger selective attention, working memory, and language skills will have perceptual weights concentrated in mid-frequency bands, reflecting mature and selective listening that is less susceptible to noise. In Aim 3, we will assess the effects of selective attention on speech recognition with speech maskers that produce informational masking. We predict that CNH and CHL who have stronger selective attention skills will have less susceptibility to informational masking than peers with poorer skills, but that this effect is mediated by the child's language and working memory abilities. The data generated from this proposal will inform theoretical models regarding speech recognition in CNH and CHL. The proposed studies will also provide empirical evidence for the development of individualized strategies for prescribing hearing aids for children that are based on the child's individual cognitive and linguistic skills.

项目摘要/摘要许多听力损失的儿童（CHL）现在在生命的头几个月内接受早期干预。甚至但是，通过早期干预，一些带有助听器的CHL并没有发挥其全部发育潜力。挑战在学习和社交环境中变得更加复杂，因为大多数听力环境是以背景噪声为特征。 CHL经历的难度明显比正常儿童更大在嘈杂的情况下，听证会（CNH）。穿着助听器的CHL是不足的研究了人口，导致我们关于其基本机制的知识差距很大噪音缺陷中的语音。对噪声中语音识别机制的有限理解阻碍了制定有针对性的干预策略以减少这些赤字。当前的建议将确定使用助听器的学龄CHL中噪音中语音识别的差异的因素。这建议基于选择性关注，工作记忆和语言支持过程的前提对于噪音中的语音识别至关重要。当前的提议旨在检验与CHL有关的假设更好的选择性关注，工作记忆和语言能力将具有更强的光谱分辨率，语音的感知权重，对信息掩盖的敏感性较小。这些技能的优势将与噪声中更好的语音理解有关。提出了三个具体目标：目标1。检查选择性关注，工作记忆和光谱分辨率对语音识别的影响噪音。目标2。表征选择性注意力和语言对语音感知权重的影响在噪音中。目标3。评估选择性注意作为语音掩盖者中语音识别的预测指标。在AIM 1中，我们将检查选择性关注，工作记忆和语音分辨率的措施识别CNH和CHL的噪声。我们预测选择性的关注和工作记忆支持儿童的光谱分辨率又支持噪声中的语音识别。在AIM 2中，感知权重在语言复杂性方面的语音刺激方面将测量功能。我们预测CNH和CHL 具有更强的选择性关注，工作记忆和语言技能将具有感知权重集中在中频带中，反映了不易噪声的成熟和选择性聆听。在AIM 3中，我们将评估选择性关注对语音蒙版对语音识别的影响产生信息掩蔽。我们预测具有更强的选择性注意力技能的CNH和CHL将会与技能较差的同伴相比，对信息掩盖的敏感性较小，但这种效果是介导的通过孩子的语言和工作记忆能力。该提案产生的数据将告知有关CNH和CHL中语音识别的理论模型。拟议的研究还将提供开发个性化策略的经验证据，用于为儿童开出助听器基于孩子的个人认知和语言技能。