Development of Audiovisual Comprehension Skills in Prelingually Deaf Children With Cochlear Implants

Bergeson, Tonya R.; Pisoni, David B.; Davis, Rebecca

doi:10.1097/00003446-200504000-00004

Cited by 124 publications

(107 citation statements)

References 61 publications

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“…This finding differs from those of Bergeson et al (16) who found a significant relationship between visual-only word recognition and performance on measures of language processing. The contrasting results probably are due to differences in the participant characteristics between our study and that of Bergeson et al (16). They longitudinally examined audiovisual word recognition in a group of children with profound deafness who received a CI before 9 years of age.…”

Section: The Relationship Between Spoken Word Recognition and Languagcontrasting

confidence: 99%

“…When administered a recorded, open-set test of sentence recognition, the participants were best at identifying key words in the AV presentation format, followed by the A-only and V-only presentation formats, respectively. This finding is consistent with previous studies concerning audiovisual spoken word recognition in adult CI users tested with isolated words (22) and in pediatric CI recipients tested with sentences presented via live voice (16). Mean scores for the AV and A-only presentation formats were generally quite high.…”

Section: Auditory-visual Speech Integrationsupporting

confidence: 91%

“…Individuals with an earlier onset of deafness demonstrate better visual-only spoken word recognition than listeners with a late onset of deafness (13). The ability to combine and integrate auditory and visual speech information has been found to be an important predictor of speech perception benefit with a sensory aid (14)(15)(16).…”

Section: Auditory-visual Speech Integrationmentioning

confidence: 99%

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Audiovisual spoken word recognition by children with cochlear implants

Kirk

Hay-McCutcheon

Holt

et al. 2007

Audiological Medicine

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This study examined how prelingually deafened children with cochlear implants combine visual information from lipreading with auditory cues in an open-set speech perception task. A secondary aim was to examine lexical effects on the recognition of words in isolation and in sentences. Fifteen children with cochlear implants served as participants in this study. Participants were administered two tests of spoken word recognition. The LNT assessed isolated word recognition in an auditoryonly format. The AV-LNST assessed recognition of key words in sentences in a visual-only, auditoryonly and audiovisual presentation format. On each test, lexical characteristics of the stimulus items were controlled to assess the effects of lexical competition. The children also were administered a test of receptive vocabulary knowledge. The results revealed that recognition of key words was significantly influenced by presentation format. Audiovisual speech perception was best, followed by auditory-only and visual-only presentation, respectively. Lexical effects on spoken word recognition were evident for isolated words, but not when words were presented in sentences. Finally, there was a significant relationship between auditory-only and audiovisual word recognition and language knowledge. The results demonstrate that children with cochlear implants obtain significant benefit from audiovisual speech integration, and suggest such tests should be included in test batteries intended to evaluate cochlear implant outcomes.

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Section: The Relationship Between Spoken Word Recognition and Languagcontrasting

confidence: 99%

Section: Auditory-visual Speech Integrationsupporting

confidence: 91%

Section: Auditory-visual Speech Integrationmentioning

confidence: 99%

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Audiovisual spoken word recognition by children with cochlear implants

Kirk

Hay-McCutcheon

Holt

et al. 2007

Audiological Medicine

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“…Previous research has demonstrated that early identification of hearing loss and subsequent intervention methods and choices have a significant impact on infants' linguistic and cognitive development (Bergeson et al, 2003(Bergeson et al, , 2005Houston et al, 2003;Moeller, 2000;Pisoni et al, 2008;Yoshinaga-Itano et al, 1998). Research with normal-hearing infants suggests that both the quality (Kaplan et al, 2002;Kaplan et al, 1999;Liu et al, 2003) and quantity (Hart and Risley, 1995;Hurtado et al, 2008) of infant-directed (ID) speech is directly related to infants' language, cognitive, and socio-emotional development.…”

Section: Introductionmentioning

confidence: 99%

Effects of deafness on acoustic characteristics of American English tense/lax vowels in maternal speech to infants

Kondaurova

Bergeson

Dilley

2012

The Journal of the Acoustical Society of America

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Recent studies have demonstrated that mothers exaggerate phonetic properties of infant-directed (ID) speech. However, these studies focused on a single acoustic dimension (frequency), whereas speech sounds are composed of multiple acoustic cues. Moreover, little is known about how mothers adjust phonetic properties of speech to children with hearing loss. This study examined mothers' production of frequency and duration cues to the American English tense/lax vowel contrast in speech to profoundly deaf (N ¼ 14) and normal-hearing (N ¼ 14) infants, and to an adult experimenter. First and second formant frequencies and vowel duration of tense (/i/, /u/) and lax (/I/, /U/) vowels were measured. Results demonstrated that for both infant groups mothers hyperarticulated the acoustic vowel space and increased vowel duration in ID speech relative to adult-directed speech. Mean F2 values were decreased for the /u/ vowel and increased for the /I/ vowel, and vowel duration was longer for the /i/, /u/, and /I/ vowels in ID speech. However, neither acoustic cue differed in speech to hearing-impaired or normal-hearing infants. These results suggest that both formant frequencies and vowel duration that differentiate American English tense/lx vowel contrasts are modified in ID speech regardless of the hearing status of the addressee.

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“…Therefore, the implant users rely more than normal listeners on the visual cue, forcing them to become not only better speechreaders but also better multi-sensory integrators (Goh et al, 2001;Clark, 2003;Schorr et al, 2005;Rouger et al, 2007). Indeed, some cochlear-implant users can integrate AV cues to increase the functional SNR in noise (Lachs et al, 2001;Bergeson et al, 2005;Hay-McCutcheon et al, 2005;Moody-Antonio et al, 2005).…”

Section: Introductionmentioning

confidence: 99%

Auditory-visual speech perception in normal-hearing and cochlear-implant listeners

Desai

Stickney

Zeng

2008

The Journal of the Acoustical Society of America

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The present study evaluated auditory-visual speech perception in cochlear-implant users as well as normal-hearing and simulated-implant controls to delineate relative contributions between sensory experience and cues. Auditory-only, visual-only, or auditory-visual speech perception was examined in the context of categorical perception, in which an animated face mouthing /ba/, /da/, or /ga/ was paired with synthesized phonemes from an 11-token auditory continuum. A 3-alternative, forcedchoice, method was used to yield percent identification scores. Normal-hearing listeners showed sharp phoneme boundaries and strong reliance on the auditory cue, whereas actual and simulated implant listeners showed much weaker categorical perception but stronger dependence on the visual cue. The implant users were able to integrate both congruent and incongruent acoustic and optical cues to derive relatively weak but significant auditory-visual integration. This auditory-visual integration was correlated with the duration of the implant experience but not the duration of deafness. Compared with the actual implant performance, acoustic simulations of the cochlear implant could predict the auditory-only performance but not the auditory-visual integration. These results suggest that both altered sensory experience and improvised acoustic cues contribute to the auditory-visual speech perception in cochlear-implant users.

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Development of Audiovisual Comprehension Skills in Prelingually Deaf Children With Cochlear Implants

Abstract: The results suggest that lipreading skills and AV speech perception reflect a common source of variance associated with the development of phonological processing skills that is shared among a wide range of speech and language outcome measures.

Cited by 124 publications

References 61 publications

Audiovisual spoken word recognition by children with cochlear implants

Audiovisual spoken word recognition by children with cochlear implants

Effects of deafness on acoustic characteristics of American English tense/lax vowels in maternal speech to infants

Auditory-visual speech perception in normal-hearing and cochlear-implant listeners

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