Audiovisual spoken word recognition by children with cochlear implants

Kirk, Karen Iler; Hay-McCutcheon, Marcia J.; Holt, Rachael Frush; Gao, Sujuan; Qi, Rong; Gerlain, Bethany L.

doi:10.1080/16513860701673892

Cited by 29 publications

(5 citation statements)

References 21 publications

(25 reference statements)

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“…That is, the performance of the participants with HL on SWR in noise (SNR = -2 to 15 dB) was inadequate. Thus, in agreement with previous findings, school-aged children with HL experience critical difficulties in the SiN perception [6,[31][32][33][34][35][36][37][38]25,27,39,40,9], specifically when they had to recognize words through auditory-only modality [41][42][43][44]24,18,45,46]. However, their SWR scores increased stepwise in the SNRs from -2 to 15 dB (Figures 1-4).…”

Section: Discussionsupporting

confidence: 91%

Speech-in-Noise Recognition in School-Aged Children with Hearing Loss: Evidence of a Critical Condition

Oryadi-Zanjani,

Vahab

2023

Ann Otolaryngol Rhinol

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Previous research findings demonstrated that cochlear implants (CIs) users have essential challenges with speech recognition in the presence of background noise. Therefore, this study aimed to determine speech-in-noise (SiN) perception in Persian school-aged children with CIs/hearing aids (HAs) compared to their peers with normal hearing (NH). The research was administered as a cross-sectional study. Speech-in-noise performance in thirty-three school-aged children with hearing loss (19 unilateral CIs users and 14 bilateral HAs users) was compared to twenty school-aged children with normal hearing by using the Persian Lexical Neighborhood Tests (PLNTs). To make sure that floor or ceiling effects would not affect the children’s performance, the PLNTs were performed by the sound field at different levels of signal-to-noise ratio (SNR). The SiN performance on all four subscales of the PLNTs was significantly poorer in Persian school-aged CIs/HAs users than their peers with NH for all stepwise increases in the SNR (P < 0.001). The Persian school-aged CIs users experience a critical condition related to listening spectrally degraded speech in noisy environments such as home, school, and classroom due to SiN perception insufficiency.

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Section: Discussionsupporting

confidence: 91%

Speech-in-Noise Recognition in School-Aged Children with Hearing Loss: Evidence of a Critical Condition

Oryadi-Zanjani,

Vahab

2023

Ann Otolaryngol Rhinol

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“…The ability to observe visual articulations in addition to hearing the speaker during a linguistic utterance significantly improves a listener’s speech perception performance in both quiet and in noise (Sumby & Pollack 1954; Erber 1975; MacLeod & Summerfield 1987; Grant & Seitz 2000; Bernstein et al 2004; Tye-Murray et al 2007a). Similar audiovisual benefit for speech perception performance has also been shown in individuals with CIs (Kaiser et al 2003; Rouger et al 2007; Kirk et al 2007). Despite the acknowledged role of vision in shaping speech perceptual abilities, the current gold standard for the clinical quantification of CI benefit is the assessment of speech perception skills administered in an auditory-only format (Hay-McCutcheon et al 2009).…”

Section: Introductionsupporting

confidence: 68%

“…One likely reason for these deficits is that individuals who receive a cochlear implant (CI) at an early age utilize a modified auditory signal to develop spoken language skills, given that CIs rely on a limited number of independent channels to stimulate groups of surviving auditory neurons. Thus, pre-lingually deafened individuals must rely more heavily on information from other sensory modalities such as vision to develop expressive and receptive language (Lachs et al 2001; Kirk et al 2007). Increased reliance on visual cues and lip reading for understanding spoken language likely results in the development of audiovisual integration and visual-only processing abilities that are different from individuals with normal hearing.…”

Section: Introductionmentioning

confidence: 99%

Visual Temporal Acuity Is Related to Auditory Speech Perception Abilities in Cochlear Implant Users

2017

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Objective Despite significant improvements in speech perception abilities following cochlear implantation, many pre-lingually deafened cochlear implant (CI) recipients continue to rely heavily on visual information to develop speech and language. Increased reliance on visual cues for understanding spoken language could lead to the development of unique audiovisual integration and visual-only processing abilities in these individuals. Brain imaging studies have demonstrated that good CI performers, as indexed by auditory-only speech perception abilities, have different patterns of visual cortex activation in response to visual and auditory stimuli as compared to poor CI performers. However, no studies have examined whether speech perception performance is related to any type of visual processing abilities following cochlear implantation. The purpose of the present study was to provide a preliminary examination of the relationship between clinical, auditory-only speech perception tests and visual temporal acuity in pre-lingually deafened adult CI users. It was hypothesized that pre-lingually deafened CI users who exhibit better (i.e., more acute) visual temporal processing abilities would demonstrate better auditory-only speech perception performance than those with poorer visual temporal acuity. Design Ten pre-lingually deafened adult CI users were recruited for this study. Participants completed a visual temporal order judgment (vTOJ) task to quantify visual temporal acuity. To assess auditory-only speech perception abilities, participants completed the consonant-nucleus-consonant (CNC) word recognition test and the AzBio sentence recognition test. Results were analyzed using two-tailed partial Pearson correlations, Spearman’s rho correlations, and independent samples t-tests. Results Visual temporal acuity was significantly correlated with auditory-only word and sentence recognition abilities. Additionally, proficient CI users, as assessed via auditory-only speech perception performance, demonstrated significantly better visual temporal acuity than non-proficient CI users. Conclusions These findings provide the first behavioral evidence that visual temporal acuity is related to post-implantation CI proficiency as indexed by auditory-only speech perception performance. These preliminary data bring to light the possible future role of visual temporal acuity in predicting CI outcomes prior to implantation, as well as the possible utility of visual training methods in improving CI outcomes.

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“…Previous studies have shown an advantage in speech reception by CI users with audiovisual presentation compared to auditory-only or visual-only (speechreading) information (Bergeson, Pisoni, & Davis, 2005; Geers, Brenner, & Davidson, 2003; Kaiser, Kirk, Lachs & Pisoni, 2003; Kirk, et al 2007; Rouger et al, 2007; Rouger, Fraysse, Deguine, & Bagone, 2008). That work suggested that the audiovisual advantage derives from CI users having acquired both better speechreading ability and greater ability to integrate the visual information with the distorted speech signal.…”

mentioning

confidence: 97%

Simultaneous communication supports learning in noise by cochlear implant users

Blom

Marschark

Machmer

2016

Cochlear Implants International

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Objectives This study sought to evaluate the potential of using spoken language and signing together (simultaneous communication, SimCom, sign-supported speech) as a means of improving speech recognition, comprehension, and learning by cochlear implant users in noisy contexts. Methods Forty eight college students who were active cochlear implant users, watched videos of three short presentations, the text versions of which were standardized at the 8th grade reading level. One passage was presented in spoken language only, one was presented in spoken language with multi-talker babble background noise, and one was presented via simultaneous communication with the same background noise. Following each passage, participants responded to 10 (standardized) open-ended questions designed to assess comprehension. Indicators of participants’ spoken language and sign language skills were obtained via self-reports and objective assessments. Results When spoken materials were accompanied by signs, scores were significantly higher than when materials were spoken in noise without signs. Participants’ receptive spoken language skills significantly predicted scores in all three conditions; neither their receptive sign skills nor age of implantation predicted performance. Discussion Students who are cochlear implant users typically rely solely on spoken language in the classroom. The present results, however, suggest that there are potential benefits of simultaneous communication for such learners in noisy settings. For those cochlear implant users who know sign language, the redundancy of speech and signs potentially can offset the reduced fidelity of spoken language in noise. Conclusion Accompanying spoken language with signs can benefit learners who are cochlear implant users in noisy situations such as classroom settings. Factors associated with such benefits, such as receptive skills in signed and spoken modalities, classroom acoustics, and material difficulty need to be empirically examined.

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Audiovisual spoken word recognition by children with cochlear implants

Cited by 29 publications

References 21 publications

Speech-in-Noise Recognition in School-Aged Children with Hearing Loss: Evidence of a Critical Condition

Speech-in-Noise Recognition in School-Aged Children with Hearing Loss: Evidence of a Critical Condition

Visual Temporal Acuity Is Related to Auditory Speech Perception Abilities in Cochlear Implant Users

Simultaneous communication supports learning in noise by cochlear implant users

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