Establishing a mental lexicon with cochlear implants: an ERP study with young children

Vavatzanidis, Niki; Mürbe, Dirk; Friederici, Angela D.; Hahne, Anja

doi:10.1038/s41598-017-18852-3

Cited by 18 publications

(28 citation statements)

References 61 publications

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“…The study reported in Chapter 4 is unique, with respect to its focus on the specific subset of hearing-impaired children, who have CIs and use spoken language. The findings are, however, supported by previous research findings in which a significant N400 effect was demonstrated in younger children with CIs, who used a mix of sign and spoken language (Kallioinen et al, 2016;Vavatzanidis, Murbe, Friederici & Hahne, 2018).…”

Section: Semantic Processing In Children With Cochlear Implants 'Semsupporting

confidence: 87%

“…In contrast, the effect was absent prior to the activation of the second CI, during which time she completed the task having only unilateral auditory stimulation (Key et al, 2010). While not conclusiveespecially given the lack of TH control group (Vavatzanidis et al, 2018) and single case sample size (Key et al, 2010)taken together, the results from these studies provide some context for the early language development of children with significant hearing loss. Cochlear implants allow this population a means of accessing spoken language, which may therefore facilitate the development of aural-based semantic representations.…”

Section: Discussionmentioning

confidence: 87%

“…Yet, the same aims have rarely been addressed using neurophysiological methods, and with attention to the N400 effect. Where CI users have been the focus of investigation, the N400 effect is reportedly significant (Hahne et al, 2012;Kallioinen et al, 2016;Key et al, 2010;Vavatzanidis et al, 2018), albeit with a different waveform shape to that elicited in typically hearing controls (Hahne et al, 2012;Kallioinen et al, 2016). Of the previous studies involving children with CIs, none has examined the N400 exclusively in users of spoken language.…”

Section: Introductionmentioning

confidence: 99%

“…Compared with the literature on adult CI users, relatively more research has been conducted to investigate the N400 effect in children with CIs (Key, Porter and Bradham, 2010;Kallioinen et al, 2016;Vavatzanidis, Murbe, Friederici & Hahne, 2018), although only one study to the author's knowledge has addressed this evidence gap on a group scale and with reference to typically hearing controls. Kallioinen and colleagues (2016) elicited ERP responses in a 5-to 7-year-old CI cohort, who used a combination of sign and spoken language.…”

Section: Introductionmentioning

confidence: 99%

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Literacy development in children with cochlear implants

Bell¹

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In general, school-age children with significant hearing loss demonstrate poorer literacy skills than their typically hearing (TH) peers. However, it is often difficult to infer from research findings which individual factors contribute to overall learning outcomes, given the high degree of heterogeneity in the hearing-impaired population. Since the development of any specialised intervention is based on evidence about the strengths and weaknesses of the targeted group, gaps in research arising from population variability have clinical and educational significance. Of the broader population of children who are deaf and hard of hearing, the research presented in this thesis pertains to a homogeneous group of beginning readers with significant bilateral hearing loss, who use cochlear implants (CIs) and communicate via solely spoken language. A psycholinguistic approach, founded on existing theoretical models, informed the collection and analysis of research findings in this thesis, which has thus allowed for specific interpretations as to the skills underlying reading and writing outcomes in children with CIs. iii Declaration by author This thesis is composed of my original work, and contains no material previously published or written by another person except where due reference has been made in the text. I have clearly stated the contribution by others to jointly-authored works that I have included in my thesis. I have clearly stated the contribution of others to my thesis as a whole, including statistical assistance, survey design, data analysis, significant technical procedures, professional editorial advice, financial support and any other original research work used or reported in my thesis. The content of my thesis is the result of work I have carried out since the commencement of my higher degree by research candidature and does not include a substantial part of work that has been submitted to qualify for the award of any other degree or diploma in any university or other tertiary institution. I have clearly stated which parts of my thesis, if any, have been submitted to qualify for another award. I acknowledge that an electronic copy of my thesis must be lodged with the University Library and, subject to the policy and procedures of The University of Queensland, the thesis be made available for research and study in accordance with the Copyright Act 1968 unless a period of embargo has been approved by the Dean of the Graduate School.

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Section: Semantic Processing In Children With Cochlear Implants 'Semsupporting

confidence: 87%

Section: Discussionmentioning

confidence: 87%

Section: Introductionmentioning

confidence: 99%

Section: Introductionmentioning

confidence: 99%

See 2 more Smart Citations

Literacy development in children with cochlear implants

Bell¹

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“…Of these, the N400 component is known to increase negatively in response to semantic violations [9] and is a potential objective measure of listening effort. In semantic mismatch, the ERP produces increased negativity approximately 400 ms post onset of the stimuli of interest and is called the 'N400 effect' [10]. Although the most common paradigm is a congruency test using sentence material, N400 is also elicited by semantic priming tasks [11] or by matching semantic material to a visual display [12].…”

Section: Effect Of Speech Degradation and Listening Effort In Reverbementioning

confidence: 99%

Effect of Speech Degradation and Listening Effort in Reverberating and Noisy Environments Given N400 Responses

et al. 2020

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Background and Objectives: In distracting listening conditions, individuals need to pay extra attention to selectively listen to the target sounds. To investigate the amount of listening effort required in reverberating and noisy backgrounds, a semantic mismatch was examined.Subjects and Methods: Electroencephalography was performed in 18 voluntary healthy participants using a 64-channel system to obtain N400 latencies. They were asked to listen to sounds and see letters in 2 reverberated×2 noisy paradigms (i.e., Q-0 ms, Q-2000 ms, 3 dB-0 ms, and 3 dB-2000 ms). With auditory-visual pairings, the participants were required to answer whether the auditory primes and letter targets did or did not match. Results: Q-0 ms revealed the shortest N400 latency, whereas the latency was significantly increased at 3 dB-2000 ms. Further, Q-2000 ms showed approximately a 47 ms delayed latency compared to 3 dB-0 ms. Interestingly, the presence of reverberation significantly increased N400 latencies. Under the distracting conditions, both noise and reverberation involved stronger frontal activation. Conclusions: The current distracting listening conditions could interrupt the semantic mismatch processing in the brain. The presence of reverberation, specifically a 2000 ms delay, necessitates additional mental effort, as evidenced in the delayed N400 latency and the involvement of the frontal sources in this study.

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Dynamic brain responses to Russian word acquisition among Chinese adult learners: An event‐related potential study

Zhang

Huang

Jiang

et al. 2023

Human Brain Mapping

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Human learners are capable to acquire foreign language vocabulary at an impressive speed even in adulthood. Previous studies have examined the neural mechanisms underlying rapid acquisition of Latin‐alphabet vocabulary and revealed dynamic changes in several event‐related potential (ERP) components during novel word learning. However, scant attention has been paid to the acquisition of Russian words. The present study used ERP and examined dynamic brain responses to rapid Russian word acquisition in 53 native Chinese speakers with no prior knowledge of Russian language. Behavioral data showed robust individual differences in Russian word acquisition, with most participants being able to rapidly learn a subset of novel Russian words in a few exposures. ERP results revealed significant learning effects in the P200, N400, and P600 amplitudes. Moreover, P600 amplitude changes predicted participants' word acquisition after learning. These findings demonstrated dynamic brain responses to rapid Russian word learning and suggested that the P600 component may serve as a bio‐marker for individual learning ability in Russian word acquisition.

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Establishing a mental lexicon with cochlear implants: an ERP study with young children

Cited by 18 publications

References 61 publications

Literacy development in children with cochlear implants

Literacy development in children with cochlear implants

Effect of Speech Degradation and Listening Effort in Reverberating and Noisy Environments Given N400 Responses

Dynamic brain responses to Russian word acquisition among Chinese adult learners: An event‐related potential study

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