Browsing by Subject "Cochlear Implantation"

Now showing 1 - 6 of 6
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    Hearing versus Listening: Attention to Speech and Its Role in Language Acquisition in Deaf Infants with Cochlear Implants
    (Elsevier, 2014-01-01) Houston, Derek M.; Bergeson, Tonya R.; Department of Otolaryngology--Head & Neck Surgery, IU School of Medicine
    The advent of cochlear implantation has provided thousands of deaf infants and children access to speech and the opportunity to learn spoken language. Whether or not deaf infants successfully learn spoken language after implantation may depend in part on the extent to which they listen to speech rather than just hear it. We explore this question by examining the role that attention to speech plays in early language development according to a prominent model of infant speech perception – Jusczyk’s WRAPSA model – and by reviewing the kinds of speech input that maintains normal-hearing infants’ attention. We then review recent findings suggesting that cochlear-implanted infants’ attention to speech is reduced compared to normal-hearing infants and that speech input to these infants differs from input to infants with normal hearing. Finally, we discuss possible roles attention to speech may play on deaf children’s language acquisition after cochlear implantation in light of these findings and predictions from Jusczyk’s WRAPSA model.
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    Influence of early linguistic experience on regional dialect categorization by an adult cochlear implant user: a case study
    (Ovid Technologies (Wolters Kluwer) - Lippincott Williams & Wilkins, 2014-05) Tamati, Terrin N.; Gilbert, Jaimie L.; Pisoni, David B.; Department of Otolaryngology--Head & Neck Surgery, IU School of Medicine
    To investigate the ability of a cochlear implant user to categorize talkers by region of origin and examine the influence of prior linguistic experience on the perception of regional dialect variation. A postlingually deafened adult cochlear implant user from the Southern region of the United States completed a six-alternative forced-choice dialect categorization task. The cochlear implant user was most accurate at categorizing unfamiliar talkers from his own region and another familiar dialect region, and least accurate at categorizing talkers from less familiar regions. Although the dialect-specific information made available by a cochlear implant may be degraded compared with information available to normal-hearing listeners, this experienced cochlear implant user was able to reliably categorize unfamiliar talkers by region of origin. The participant made use of dialect-specific acoustic-phonetic information in the speech signal and previously stored knowledge of regional dialect differences from early exposure before implantation despite an early hearing loss.
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    Longitudinal Development of Executive Functioning and Spoken Language Skills in Preschool-Aged Children With Cochlear Implants
    (American Speech-Language-Hearing Association, 2020-04-27) Kronenberger, William G.; Xu, Huiping; Pisoni, David B.; Psychiatry, School of Medicine
    Purpose Auditory deprivation has downstream effects on the development of language and executive functioning (EF) in prelingually deaf children with cochlear implants (CIs), but little is known about the very early development of EF during preschool ages in children with CIs. This study investigated the longitudinal development of EF and spoken language skills in samples of children with normal hearing (NH; N = 40) or CIs (N = 41) during preschool ages. Method Participants were enrolled in the study between ages 3 and 6 years and evaluated annually up to the age of 7 years. Mixed-effects models were used to evaluate and predict growth of spoken language and EF skills over time. Results Children with CIs scored lower than NH peers on language measures but improved significantly over time. On performance-based neurocognitive measures of controlled attention, inhibition, and working memory, children with CIs scored more poorly than the sample of NH peers but comparable to norms, whereas on a parent report behavior checklist, children with CIs scored more poorly than both NH peers and norms on inhibition and working memory. Children with CIs had poorer EF than the sample of NH peers in most domains even after accounting for language effects, and language predicted only the verbal working memory domain of EF. In contrast, EF skills consistently predicted language skills at subsequent visits. Conclusions Findings demonstrate that, despite significant improvement over time, some domains of EF (particularly parent-reported EF) and language skills in children with CIs lag behind those of children with NH during preschool ages. Language delays do not fully explain differences in EF development between children with CIs and NH peers during preschool ages, but EF skills predict subsequent language development in children with CIs.
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    Short-Term and Working Memory Impairments in Early-Implanted, Long-Term Cochlear Implant Users Are Independent of Audibility and Speech Production
    (Ovid Technologies (Wolters Kluwer) - Lippincott Williams & Wilkins, 2015-11) AuBuchon, Angela M.; Pisoni, David B.; Kronenberger, William G.; Department of Psychiatry, IU School of Medicine
    OBJECTIVE: To determine whether early-implanted, long-term cochlear implant (CI) users display delays in verbal short-term and working memory capacity when processes related to audibility and speech production are eliminated. DESIGN: Twenty-three long-term CI users and 23 normal-hearing controls each completed forward and backward digit span tasks under testing conditions that differed in presentation modality (auditory or visual) and response output (spoken recall or manual pointing). RESULTS: Normal-hearing controls reproduced more lists of digits than the CI users, even when the test items were presented visually and the responses were made manually via touchscreen response. CONCLUSIONS: Short-term and working memory delays observed in CI users are not due to greater demands from peripheral sensory processes such as audibility or from overt speech-motor planning and response output organization. Instead, CI users are less efficient at encoding and maintaining phonological representations in verbal short-term memory using phonological and linguistic strategies during memory tasks.
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    Synchrony, Complexity and Directiveness in Mothers’ Interactions with Infants Pre- and Post-Cochlear Implantation
    (Elsevier, 2014-08) Fagan, Mary K.; Bergeson, Tonya R.; Morris, Kourtney J.; Department of Otolaryngology--Head & Neck Surgery, IU School of Medicine
    This study investigated effects of profound hearing loss on mother-infant interactions before and after cochlear implantation with a focus on maternal synchrony, complexity, and directiveness. Participants included two groups of mother-infant dyads: 9 dyads of mothers and infants with normal hearing; and 9 dyads of hearing mothers and infants with profound hearing loss. Dyads were observed at two time points: Time 1, scheduled to occur before cochlear implantation for infants with profound hearing loss (mean age = 13.6 months); and Time 2 (mean age = 23.3 months), scheduled to occur approximately six months after cochlear implantation. Hearing infants were age-matched to infants with hearing loss at both time points. Dependent variables included the proportion of maternal utterances that overlapped infant vocalizations, maternal mean length of utterance, infant word use, and combined maternal directives and prohibitions. Results showed mothers’ utterances overlapped the vocalizations of infants with hearing loss more often before cochlear implantation than after, mothers used less complex utterances with infants with cochlear implants compared to hearing peers (Time 2), and mothers of infants with profound hearing loss used frequent directives and prohibitions both before and after cochlear implantation. Together, mothers and infants adapted relatively quickly to infants’ access to cochlear implants, showing improved interactional synchrony, increased infant word use, and levels of maternal language complexity compatible with infants’ word use, all within seven months of cochlear implant activation.
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    Verbal Learning and Memory After Cochlear Implantation in Postlingually Deaf Adults: Some New Findings with the CVLT-II
    (Wolters Kluwer, 2018) Pisoni, David B.; Broadstock, Arthur; Wucinich, Taylor; Safdar, Natalie; Miller, Kelly; Hernandez, Luis R.; Vasil, Kara; Boyce, Lauren; Davies, Alexandra; Harris, Michael S.; Castellanos, Irina; Xu, Huiping; Kronenberger, William G.; Moberly, Aaron C.; Biostatistics, IU School of Medicine
    OBJECTIVES: Despite the importance of verbal learning and memory in speech and language processing, this domain of cognitive functioning has been virtually ignored in clinical studies of hearing loss and cochlear implants in both adults and children. In this article, we report the results of two studies that used a newly developed visually based version of the California Verbal Learning Test-Second Edition (CVLT-II), a well-known normed neuropsychological measure of verbal learning and memory. DESIGN: The first study established the validity and feasibility of a computer-controlled visual version of the CVLT-II, which eliminates the effects of audibility of spoken stimuli, in groups of young normal-hearing and older normal-hearing (ONH) adults. A second study was then carried out using the visual CVLT-II format with a group of older postlingually deaf experienced cochlear implant (ECI) users (N = 25) and a group of ONH controls (N = 25) who were matched to ECI users for age, socioeconomic status, and nonverbal IQ. In addition to the visual CVLT-II, subjects provided data on demographics, hearing history, nonverbal IQ, reading fluency, vocabulary, and short-term memory span for visually presented digits. ECI participants were also tested for speech recognition in quiet. RESULTS: The ECI and ONH groups did not differ on most measures of verbal learning and memory obtained with the visual CVLT-II, but deficits were identified in ECI participants that were related to recency recall, the buildup of proactive interference, and retrieval-induced forgetting. Within the ECI group, nonverbal fluid IQ, reading fluency, and resistance to the buildup of proactive interference from the CVLT-II consistently predicted better speech recognition outcomes. CONCLUSIONS: Results from this study suggest that several underlying foundational neurocognitive abilities are related to core speech perception outcomes after implantation in older adults. Implications of these findings for explaining individual differences and variability and predicting speech recognition outcomes after implantation are discussed.