Cochlear implants (CIs) provide coarse representations of pitch, which are adequate for speech but not for music. Despite increasing interest in music processing by CI users, the available information is fragmentary. The present experiment attempted to fill this void by conducting a comprehensive assessment of music processing in adult CI users. CI users (n =6) and normally hearing (NH) controls (n = 12) were tested on several tasks involving melody and rhythm perception, recognition of familiar music, and emotion of recognition in speech and music. CI performance was substantially poorer than NH performance and at chance levels on pitch processing tasks. Performance was highly variable, however, with one individual achieving NH performance levels on some tasks, probably because of low-frequency residual hearing in his unimplanted ear. Future research with a larger sample of CI users can shed light on factors associated with good and poor music processing in this population.iii
Children with hearing loss aged 7-12 yr had significant difficulties in understanding different aspects of prosody and were rated as having more atypical prosody overall than controls. These findings suggest that clinical assessment and speech-language therapy services for children with hearing loss should be expanded to target prosodic difficulties. Future studies should investigate whether musical training is beneficial for improving receptive prosody skills.
The aims of this review were to identify and describe the assessment tools that have been developed to assess prosodic skills in children and adults and to evaluate the clinical utility of the tools. Method: Currently available tools were identified through searching 4 online databases and bibliographies of relevant articles and by contacting authors. Results: Nine assessment tools were identified. The tools were appraised for their intended purpose, target population, domains of prosody assessed, validity, reliability, and normative sample data. The purpose of development and the content of the tools were well O
The three themes identified in this research provide a novel understanding of the experience of APD. The themes reflect the psychosocial consequences of external factors that are created internally through "thought" and expressed externally through "behavior." Pathways to support positive coping strategies while discouraging negative coping strategies will enable children to overcome problems and improve their psychosocial well-being.
Purpose: To report normative data for prosody perception abilities in typically developing school-aged children.Method: Four receptive prosody subtests of the Profiling Elements of Prosody in Speech-Communication (PEPS-C) and the Child Paralanguage subtest of Diagnostic Analysis of Non Verbal Accuracy 2 (DANVA 2) were administered to 45 children divided into three age groups, with mean ages 7.84, 10.13, and 11.90 years.
Results:Overall results indicated significant age-related improvements in performance on PEPS-C Chunking and Contrastive Stress Reception subtests. Accuracy for emotion recognition differed significantly across the two levels of emotion intensity for the DANVA 2. High emotion intensity items yielded better accuracy compared to low intensity items. A confusion matrix for the DANVA 2 showed that errors were not randomly distributed; some pairs of emotions were confused with one another more often than others. The lowest perceptual accuracy was observed for fear and sadness.
Conclusions:Normative data for prosody perception abilities in typically developing school aged children were reported using PEPS-C receptive prosody subtests and DANVA 2 Child Paralanguage subtest. The development of receptive prosodic skills mostly occurs between 7 and 9 years. Findings of this study have clinical implications for assessing prosody perception in atypical populations.
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