Word-learning performance of children with and without cochlear implants given synchronous and asynchronous cues

被引：3

作者：

Lund, Emily ^{[1
]}

Schuele, C. Melanie ^{[2
]}

机构：

[1] Texas Christian Univ, Dept Commun Sci & Disorders, TCU Box 297450, Ft Worth, TX 76129 USA

[2] Vanderbilt Univ, Dept Hearing & Speech Sci, 221 Kirkland Hall, Nashville, TN 37235 USA

来源：

CLINICAL LINGUISTICS & PHONETICS | 2017年 / 31卷 / 10期

关键词：

Aural rehabilitation; cochlear implants; hearing loss; vocabulary; word learning; PREVERBAL INFANTS; OBJECT RELATIONS; PERCEPTION; ATTENTION; SPEECH; MOTION;

D O I：

10.1080/02699206.2017.1320587

中图分类号：

R36 [病理学]; R76 [耳鼻咽喉科学];

学科分类号：

100104 ; 100213 ;

摘要：

This study sought to evaluate the effects of synchronous and asynchronous auditory-visual cues on the word-learning performance of children with cochlear implants and children with normal hearing matched for chronological age. Children with cochlear implants (n = 9) who had worn the implant for less than one year and children matched for chronological age (n = 9) participated in rapid word-learning trials. Children with cochlear implants did not learn words in either the synchronous or asynchronous condition (U = 49.5, p = .99; d = 0.05). Children with normal hearing learned more words in the synchronous rather than asynchronous condition (U = 78.5, p = .04; d = 0.95). These findings represent a first step toward determining how task-level factors influence the lexical outcomes of children with cochlear implants.

引用

页码：777 / 790

页数：14

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