Auditory development in the absence of hearing in infancy

Gordon, Karen A.; Valero, Jerome; Jewell, Stephanie; Ahn, Julia; Papsin, Blake C.

doi:10.1097/wnr.0b013e328331558a

Cited by 11 publications

(6 citation statements)

References 12 publications

(33 reference statements)

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“…The responses were compared to electrically evoked brainstem responses in hearing (acutely deafened) controls. Electrically-evoked auditory brainstem responses (E-ABRs) are also used clinically in human cochlear implanted subjects to objectively assess the auditory function [18–20]. The present results can, therefore, be directly compared to the measurements in cochlear-implanted subjects.…”

Section: Introductionmentioning

confidence: 99%

Development of Brainstem-Evoked Responses in Congenital Auditory Deprivation

et al. 2012

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To compare the development of the auditory system in hearing and completely acoustically deprived animals, naive congenitally deaf white cats (CDCs) and hearing controls (HCs) were investigated at different developmental stages from birth till adulthood. The CDCs had no hearing experience before the acute experiment. In both groups of animals, responses to cochlear implant stimulation were acutely assessed. Electrically evoked auditory brainstem responses (E-ABRs) were recorded with monopolar stimulation at different current levels. CDCs demonstrated extensive development of E-ABRs, from first signs of responses at postnatal (p.n.) day 3 through appearance of all waves of brainstem response at day 8 p.n. to mature responses around day 90 p.n.. Wave I of E-ABRs could not be distinguished from the artifact in majority of CDCs, whereas in HCs, it was clearly separated from the stimulus artifact. Waves II, III, and IV demonstrated higher thresholds in CDCs, whereas this difference was not found for wave V. Amplitudes of wave III were significantly higher in HCs, whereas wave V amplitudes were significantly higher in CDCs. No differences in latencies were observed between the animal groups. These data demonstrate significant postnatal subcortical development in absence of hearing, and also divergent effects of deafness on early waves II–IV and wave V of the E-ABR.

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Section: Introductionmentioning

confidence: 99%

Development of Brainstem-Evoked Responses in Congenital Auditory Deprivation

et al. 2012

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“…In a recent study (Gordon et al 2010b), we found that some development does occur during the period of deafness but that it is limited to development in the auditory nerve, is likely mediated by myelination, and does not promote development in more central brainstem pathways. Data from this study are shown in Fig.…”

Section: Development Is Arrested In the Deaf Human Auditory Nerve Andmentioning

confidence: 93%

“…e The eII-eIII does not significantly change as the duration of deafness lengthens Brain Topogr (2011) 24:204-219 209 children using cochlear implants changed very little relative to normal during the first year of cochlear implant use (Gordon et al 2003;Gordon et al 2006). Small changes were found in the eN1-eIII latency measure but additional investigations suggested that this was due to a further decrease in eN1-eII latencies beyond the activity-independent changes shown in infancy (Gordon et al 2010b). Indeed, very little change in eII-eIII latency (neural conduction between the primary auditory neurons and secondary neurons in the cochlear nucleus) was found with cochlear implant use as illustrated in Fig.…”

Section: Development Is Arrested In the Deaf Human Auditory Nerve Andmentioning

confidence: 94%

“…Moreover, stimulation was provided by a basal cochlear implant electrode which stimulates auditory neurons most unlikely to have had prior access to auditory input. Children are grouped into age at cochlear implantation which also reflects their duration of deafness (details are provided in Gordon et al 2010b). Firstly, recognizable responses were obtained in most children indicating that a well organized auditory pathway typically forms despite auditory deprivation.…”

Section: Development Is Arrested In the Deaf Human Auditory Nerve Andmentioning

confidence: 99%

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Use It or Lose It? Lessons Learned from the Developing Brains of Children Who are Deaf and Use Cochlear Implants to Hear

et al. 2011

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In the present paper, we review what is currently known about the effects of deafness on the developing human auditory system and ask: Without use, does the immature auditory system lose the ability to normally function and mature? Any change to the structure or function of the auditory pathways resulting from a lack of activity will have important implications for future use through an auditory prosthesis such as a cochlear implant. Data to date show that deafness in children arrests and disrupts normal auditory development. Multiple changes to the auditory pathways occur during the period of deafness with the extent and type of change being dependent upon the age and stage of auditory development at onset of deafness, the cause or type of deafness, and the length of time the immature auditory pathways are left without significant input. Structural changes to the auditory nerve, brainstem, and cortex have been described in animal models of deafness as well in humans who are deaf. Functional changes in deaf auditory pathways have been evaluated by using a cochlear implant to stimulate the auditory nerve with electrical pulses. Studies of electrically evoked activity in the immature deaf auditory system have demonstrated that auditory brainstem development is arrested and that thalamo-cortical areas are vulnerable to being taken over by other competitive inputs (cross-modal plasticity). Indeed, enhanced peripheral sight and detection of visual movement in congenitally deaf cats and adults have been linked to activity in specific areas of what would normally be auditory cortex. Cochlear implants can stimulate developmental plasticity in the auditory brainstem even after many years of deafness in childhood but changes in the auditory cortex are limited, at least in part, by the degree of reorganization which occurred during the period of deafness. Consequently, we must identify hearing loss rapidly (i.e., at birth for congenital deficits) and provide cochlear implants to appropriate candidates as soon as possible. Doing so has facilitated auditory development in the thalamo-cortex and allowed children who are deaf to perceive and use spoken language.

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“…These asymmetries arise from sequential stimulation of one ear before the other [28, 49–52]. Of importance, the eIII-eV latency (neural conduction time from cochlear nucleus to midbrain)[53] remained arrested in children with early onset deafness across a wide range of ages with little stimulation from either side prior to implantation [53–55]. Rapid decreases in the eIII-eV were then measured over the first 6 months of unilateral cochlear implant use [53, 54, 56, 57].…”

Section: Considerations Regarding Auditory Plasticitymentioning

confidence: 99%

Bilateral cochlear implants in children: Effects of auditory experience and deprivation on auditory perception

Litovsky

Gordon

2016

Hearing Research

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Spatial hearing skills are essential for children as they grow, learn and play. They provide critical cues for determining the locations of sources in the environment, and enable segregation of important sources, such as speech, from background maskers or interferers. Spatial hearing depends on availability of monaural cues and binaural cues. The latter result from integration of inputs arriving at the two ears from sounds that vary in location. The binaural system has exquisite mechanisms for capturing differences between the ears in both time of arrival and intensity. The major cues that are thus referred to as being vital for binaural hearing are: interaural differences in time (ITDs) and interaural differences in levels (ILDs). In children with normal hearing (NH), spatial hearing abilities are fairly well developed by age 4–5 years. In contrast, children who are deaf and hear through cochlear implants (CIs) do not have an opportunity to experience normal, binaural acoustic hearing early in life. These children may function by having to utilize auditory cues that are degraded with regard to numerous stimulus features. In recent years there has been a notable increase in the number of children receiving bilateral CIs, and evidence suggests that while having two CIs helps them function better than when listening through a single CI, they generally perform worse than their NH peers. This paper reviews some of the recent work on bilaterally implanted children. The focus is on measures of spatial hearing, including sound localization, release from masking for speech understanding in noise and binaural sensitivity using research processors. Data from behavioral and electrophysiological studies are included, with a focus on the recent work of the authors and their collaborators. The effects of auditory plasticity and deprivation on the emergence of binaural and spatial hearing are discussed along with evidence for reorganized processing from both behavioral and electrophysiological studies. The consequences of both unilateral and bilateral auditory deprivation during development suggest that the relevant set of issues is highly complex with regard to successes and the limitations experienced by children receiving bilateral cochlear implants.

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Auditory development in the absence of hearing in infancy

Cited by 11 publications

References 12 publications

Development of Brainstem-Evoked Responses in Congenital Auditory Deprivation

Development of Brainstem-Evoked Responses in Congenital Auditory Deprivation

Use It or Lose It? Lessons Learned from the Developing Brains of Children Who are Deaf and Use Cochlear Implants to Hear

Bilateral cochlear implants in children: Effects of auditory experience and deprivation on auditory perception

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