Expansion of Prosodic Abilities at the Transition From Babble to Words: A Comparison Between Children With Cochlear Implants and Normally Hearing Children

Pettinato, Michèle; Clerck, Ilke De; Verhoeven, Jo; Gillis, Steven

doi:10.1097/aud.0000000000000406

Cited by 9 publications

(14 citation statements)

References 53 publications

Supporting

Mentioning

Contrasting

Order By: Relevance

“…Duration differences between the 2 groups were on the other hand due to greater articulatory difficulties for CI infants. NH infants were able to prolong phrase-final words and syllables while CI infants showed difficulties in this [5].…”

Section: Discussionmentioning

confidence: 91%

“…Evidence from the literature shows that the acquisition of word focus is prone to be more effortful for CI children, though not impossible. Though spectral and temporal resolution of the implant devices does not permit adequate F0 perception or changes in intensity, durational characteristics of syllables seem to be available to CI users [5].…”

Section: Discussionmentioning

confidence: 99%

“…Though cochlear implantation (CI) has dramatically changed the life of children with profound to severe hearing loss, CI children still display an array of speech production and perception problems, both at the segmental and at the prosodic level. This is mainly due to the poverty of the acoustic input especially at the level of the fundamental frequency (F0) transmission [4], [5]. The major problem in speech perception remains the limited capabilities of the currently used devices in coding the F0 variations [6], [7].…”

Section: Introductionmentioning

confidence: 99%

See 2 more Smart Citations

Prosodic Focus Acquisition in French Early Cochlear Implanted Children

Farah¹,

Roman²,

D’Imperio³

2018

Interspeech 2018

View full text Add to dashboard Cite

Cochlear implanted (CI) children display an array of speech production and perception problems. No study has evaluated the specific use of prosody regarding information structure in the discourse, in French speaking early CI children. This study aims to evaluate prosody production in these children, to determine whether they show prosodic effect on word duration. We conducted a cross-sectional study of 10 prelingually hearing impaired French speaking children (4-7 years old), without comorbidities, CI before the age of 18 months between 2009 and 2012. The speech production task consisted in playing a computer-based semi-structured game, where children interacted with their caregiver. Results were interpreted according to both chronological age and hearing age (HA). In our series, 6-and 7-year old children (HA<6.2 years) showed stronger lengthening of the focused word in the corrective narrow focus condition than in the contrastive narrow focus which in turn was stronger than in broad focus condition. Only 7-year old children adopted a strategy similar to that of adults, lengthening the end-phrase adjective to preserve the typical phrasing pattern of French. This study shows for the first time that early CI children are able to acquire important intonation structure features comparable to adult patterns.

show abstract

Section: Discussionmentioning

confidence: 91%

Section: Discussionmentioning

confidence: 99%

Section: Introductionmentioning

confidence: 99%

See 1 more Smart Citation

Prosodic Focus Acquisition in French Early Cochlear Implanted Children

Farah¹,

Roman²,

D’Imperio³

2018

Interspeech 2018

View full text Add to dashboard Cite

show abstract

“…

…”

mentioning

confidence: 91%

Listeners’ perception of lexical stress in the first words of infants with cochlear implants and normally hearing infants

Clerck

Verhoeven

Gillis

et al. 2019

Journal of Communication Disorders

Self Cite

View full text Add to dashboard Cite

Normally hearing (NH) infants are able to produce lexical stress in their first words, but congenitally hearing-impaired children with cochlear implants (CI) may find this more challenging, given the limited transmission of spectro-temporal information by the implant. Acoustic research has shown that the acoustic cues to stress in the first words of Dutch-acquiring CI infants are less pronounced (Pettinato et al. 2017). The present study investigates how listeners perceive lexical stress in the first words of CI and NH infants. Two research questions are addressed: (1) How successful are CI and NH children in implementing the prosodic cues to prominence? (2) Is the degree of stress in CI and NH words perceived to be similar?The stimuli used in this study are disyllabic words (n = 1089) produced by 9 infants with CI and 9 NH infants acquiring Dutch. The words were presented to adult listeners in a listening experiment, in which they assessed the stress pattern on a continuous visual analogue scale (VAS) which expresses to what extent syllables are perceived as stressed.The results show that listeners perceive typical word stress production in the first words of infants with CI. The words of CI and NH infants were rated in agreement with the target stress pattern as often, and trochaic words were rated more frequently as such than iambic words. Listeners more frequently perceive unstressed syllables in the first words of infants with CI. However, for the words that are perceived to be clearly stressed, the degree of word stress is comparable in the two groups, and both infant groups are perceived to produce more contrast between stressed and unstressed syllables in trochees than in iambs. It is concluded that that acoustic differences between CI and NH infants' stress production are not necessarily perceptually salient. Highlights• The present study investigates how listeners judge lexical stress in the first words of CI and NH infants on a visual analogue scale. • Words of infants with CI are as often rated in agreement with the target stress pattern as the words of NH infants. • Listeners more frequently perceive no stressed syllable in the first words of infants with CI as compared to the first words of NH infants. • It is concluded that acoustic differences between CI and NH infants' stress production are not necessarily perceptually salient.

show abstract

“…The results also indicated that there was an increase in pitch variation over time in both children with CI and NH, although the largest increase occurred for the children with NH. The children with NH also began to use a more consistently trochaic disyllabic pitch pattern after the transition from babble to words, while such development was not as clear for the children with CI (Pettinato et al, 2017). Segal et al (2016) found that infants in Hebrew-speaking families implanted with CI before the age of 2.5 years could discriminate between different stress patterns after less than 6 months of CI use.…”

Section: Prosodic Developmentmentioning

confidence: 97%

Prosodic and Phonological Ability in Children with Developmental Language Disorder and Children with Hearing Impairment: In the Context of Word and Nonword Repetition

Sundström¹

View full text Add to dashboard Cite

Many children with developmental language disorder (DLD) exhibit difficulties with phonology, i.e. the sounds of language. Children with any degree of hearing impairment (HI) are at an increased risk of problems with spoken language, including phonology. The cause of these difficulties is unknown in children with DLD, and is often assumed to result from reduced hearing acuity in children with HI. Variability in terms of language outcomes is large in both groups, and determining if a child's language ability is within normal limits or not is problematic. A task that has proven useful in differentiating typical from atypical language development is nonword repetition, in which the child listens to a word form without meaning and repeats it back immediately. Performance in nonword repetition tasks is a potential indicator of language ability in both children with DLD and children with HI. However, it has not been established exactly what the task measures. 9 ACKNOWLEDGEMENTS First and foremost, I would like to thank Christina Samuelsson, my main supervisor. Thank you for supporting me and showing unwavering interest in my work throughout this project, and for encouraging me to do research in the first place. Always keeping standards high, you have been generous in sharing your knowledge and creativity, and in helping me correct the mistakes you have given me the freedom to make. Next, I thank my co-supervisor, Björn Lyxell. It has been a true privilege working with you, and my only regret is that I did not bother you with more questions. With calm enthusiasm, you have inspired me to look at the bigger picture, and to never lose touch with the human behind the data. My many thanks to Ulrika Löfkvist. You have been my guide to everyday reality for children with hearing impairment and the speech-language pathologists working with them. Your theoretical and practical resourcefulness has really been invaluable to me, and to this project. My PhD work has been completely reliant on collaboration with hospital clinics and preschools. I would like to thank everyone that have taken their time to help me, with special mention of

show abstract

Expansion of Prosodic Abilities at the Transition From Babble to Words: A Comparison Between Children With Cochlear Implants and Normally Hearing Children

Cited by 9 publications

References 53 publications

Prosodic Focus Acquisition in French Early Cochlear Implanted Children

Prosodic Focus Acquisition in French Early Cochlear Implanted Children

Listeners’ perception of lexical stress in the first words of infants with cochlear implants and normally hearing infants

Prosodic and Phonological Ability in Children with Developmental Language Disorder and Children with Hearing Impairment: In the Context of Word and Nonword Repetition

Contact Info

Product

Resources

About