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.

项目概要/摘要许多听力损失 (CHL) 儿童现在在出生后的最初几个月内接受早期干预。甚至然而，通过早期干预，一些佩戴助听器的 CHL 无法充分发挥其发育潜力。学习和社交环境中的挑战更加复杂，因为大多数聆听环境都是以背景噪声为特征。 CHL 比正常儿童经历的困难明显更大听力 (CNH) 并能在嘈杂的环境中理解语音。佩戴助听器的 CHL 属于弱势群体研究人群，导致我们对其潜在机制的了解存在巨大差距噪声缺陷中的语音。对噪声中语音识别机制的有限了解阻碍了制定有针对性的干预策略以减少这些缺陷。目前的提案将确定使用助听器的学龄 CHL 中噪声中语音识别变异的因素。这该提案基于选择性注意、工作记忆和语言支持过程的前提这对于噪声中的语音识别至关重要。目前的提案旨在检验 CHL 与更好的选择性注意力、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，并且不易受信息掩蔽的影响。这些技能的优势将与噪声中更好的语音理解相关。提出了三个具体目标：目标 1。检查选择性注意、工作记忆和频谱分辨率对语音识别的影响噪音。目标 2. 表征选择性注意和语言对言语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蔽器中语音识别的预测因子。在目标 1 中，我们将研究选择性注意、工作记忆和言语频谱分辨率的测量 CNH 和 CHL 噪声识别。我们预测选择性注意力和工作记忆支持儿童的光谱分辨率，这反过来又支持噪声中的语音识别。在目标 2 中，感知加权将针对语言复杂性不同的语音刺激来测量函数。我们预测 CNH 和 CHL 具有更强的选择性注意、工作记忆和语言技能将具有感知权重集中在中频段，反映出成熟和选择性的聆听，不易受噪音影响。在目标 3 中，我们将使用语音掩蔽器评估选择性注意对语音识别的影响，产生信息掩蔽。我们预测具有更强选择性注意能力的 CNH 和 CHL 将与技能较差的同龄人相比，对信息掩盖的敏感性较低，但这种影响是中介的取决于孩子的语言和工作记忆能力。该提案生成的数据将告知有关 CNH 和 CHL 语音识别的理论模型。拟议的研究还将提供为儿童制定助听器个性化策略的经验证据基于孩子的个人认知和语言技能。