Predicting social functioning in children with a cochlear implant and in normal-hearing children: The role of emotion regulation

2012 ◽  
Vol 76 (6) ◽  
pp. 883-889 ◽  
Author(s):  
Carin H. Wiefferink ◽  
Carolien Rieffe ◽  
Lizet Ketelaar ◽  
Johan H.M. Frijns
Keyword(s):  
Emotion Regulation ◽  
Cochlear Implant ◽  
Social Functioning ◽  
Normal Hearing ◽  
Hearing Children

scholarly journals Alpha EEG Frontal Asymmetries during Audiovisual Perception in Cochlear Implant Users

2015 ◽  
Vol 54 (06) ◽  
pp. 500-504 ◽  
Author(s):  
A. G. Maglione ◽  
A. Scorpecci ◽  
P. Malerba ◽  
P. Marsella ◽  
S. Giannantonio ◽  
...  
Keyword(s):  
Cochlear Implant ◽  
Alpha Rhythm ◽  
Normal Hearing ◽  
Experimental Conditions ◽  
Audiovisual Perception ◽  
Audiovisual Stimuli ◽  
The Difference ◽  
Eeg Alpha ◽  
The One ◽  
Hearing Children

SummaryObjectives: The aim of the present study is to investigate the variations of the electroencephalographic (EEG) alpha rhythm in order to measure the appreciation of bilateral and unilateral young cochlear implant users during the observation of a musical cartoon. The cartoon has been modified for the generation of three experimental conditions: one with the original audio, another one with a distorted sound and, finally, a mute version.Methods: The EEG data have been recorded during the observation of the cartoons in the three experimental conditions. The frontal alpha EEG imbalance has been calculated as a measure of motivation and pleasantness to be compared across experimental populations and conditions.Results: The EEG frontal imbalance of the alpha rhythm showed significant variations during the perception of the different cartoons. In particular, the pattern of activation of normal-hearing children is very similar to the one elicited by the bilateral implanted patients. On the other hand, results related to the unilateral subjects do not present significant variations of the imbalance index across the three cartoons.Conclusion: The presented results suggest that the unilateral patients could not appreciate the difference in the audio format as well as bilaterally implanted and normal hearing subjects. The frontal alpha EEG imbalance is a useful tool to detect the differences in the appreciation of audiovisual stimuli in cochlear implant patients.

scholarly journals Rapid learning of minimally different words in five- to six-year-old children: effects of acoustic salience and hearing impairment

2015 ◽  
Vol 43 (2) ◽  
pp. 310-337 ◽  
Author(s):  
MARCEL R. GIEZEN ◽  
PAOLA ESCUDERO ◽  
ANNE E. BAKER
Keyword(s):  
Cochlear Implant ◽  
Hearing Impairment ◽  
Normal Hearing ◽  
Task Demands ◽  
Deaf Children ◽  
Matching Task ◽  
Object Matching ◽  
Rapid Learning ◽  
Minimal Pairs

AbstractThis study investigates the role of acoustic salience and hearing impairment in learning phonologically minimal pairs. Picture-matching and object-matching tasks were used to investigate the learning of consonant and vowel minimal pairs in five- to six-year-old deaf children with a cochlear implant (CI), and children of the same age with normal hearing (NH). In both tasks, the CI children showed clear difficulties with learning minimal pairs. The NH children also showed some difficulties, however, particularly in the picture-matching task. Vowel minimal pairs were learned more successfully than consonant minimal pairs, particularly in the object-matching task. These results suggest that the ability to encode phonetic detail in novel words is not fully developed at age six and is affected by task demands and acoustic salience. CI children experience persistent difficulties with accurately mapping sound contrasts to novel meanings, but seem to benefit from the relative acoustic salience of vowel sounds.

Human auditory system maturation: A neurophysiological comparison between normal‐hearing children and children who use a cochlear implant

1998 ◽  
Vol 103 (5) ◽  
pp. 2885-2885
Author(s):  
Curtis W. Ponton ◽  
Manuel Don ◽  
Betty Kwong ◽  
Michael D. Waring ◽  
Jos J. Eggermont
Keyword(s):  
Cochlear Implant ◽  
Auditory System ◽  
Normal Hearing ◽  
Human Auditory System ◽  
Hearing Children

scholarly journals The Effects of Intrinsic Acoustic Cues on Categorical Perception in Children with Cochlear Implants

2020 ◽  
Vol 10 (5) ◽  
pp. 110
Author(s):  
Kejuan Cheng ◽  
Xiaoxiang Chen
Keyword(s):  
Cochlear Implants ◽  
Categorical Perception ◽  
Normal Hearing ◽  
Acoustic Cues ◽  
Intrinsic Cues ◽  
Boundary Width ◽  
Hearing Children ◽  
Mandarin Vowels ◽  
Impaired Children

Many previous studies researched the influence of external cues on speech perception, yet little is known pertaining to the role of intrinsic cues in categorical perception of Mandarin vowels and tones by children with cochlear implants (CI). This study investigated the effects of intrinsic acoustic cues on categorical perception in children with CIs, compared to normal-hearing (NH) children. Categorical perception experiment paradigm was applied to evaluate their identification and discrimination abilities in perceiving /i/-/u/ with static intrinsic formants and Tone 1 (T1)-Tone 2 (T2) with dynamic intrinsic fundamental frequency (F0) contours. Results for the NH group showed that vowel continuum of /i/-/u/ was less categorically perceived than T1-T2 continuum with significantly wider boundary width and less alignment between the discrimination peak and the boundary position. However, a different categorical perception pattern was depicted for the CI group. Specifically, the CI group exhibited less categoricalness in both /i/-/u/ and T1-T2. It suggested that the effects of intrinsic acoustic cues on categorical perception was proved for the normal-hearing children, while not for the hearing-impaired children with cochlear implants. In conclusion, acoustically dynamic cues can facilitate categorical perception of speech in NH children, whereas this effect will be inhibited by difficulties in processing spectral F0 information as in the CI users.

A Comparison of Persian Vowel Production in Hearing-Impaired Children Using a Cochlear Implant and Normal-Hearing Children

2016 ◽  
Vol 30 (3) ◽  
pp. 340-344 ◽  
Author(s):  
Narges Jafari ◽  
Michael Drinnan ◽  
Reyhane Mohamadi ◽  
Fariba Yadegari ◽  
Mandana Nourbakhsh ◽  
...  
Keyword(s):  
Cochlear Implant ◽  
Normal Hearing ◽  
Hearing Impaired ◽  
Vowel Production ◽  
Hearing Children ◽  
Impaired Children ◽  
Hearing Impaired Children

scholarly journals Parental Expectation from Children with Cochlear Implants in Indian Context: a Questionnaire Based Study

2016 ◽  
Vol 21 (02) ◽  
pp. 156-160 ◽  
Author(s):  
Prawin Kumar ◽  
Himanshu Sanju ◽  
Rajkishor Mishra ◽  
Varun Singh ◽  
Priyanka Mohan
Keyword(s):  
Social Skills ◽  
Cochlear Implant ◽  
Parental Support ◽  
Rating Scale ◽  
Normal Hearing ◽  
High Expectations ◽  
Intensive Training ◽  
Point Rating Scale ◽  
High Standards ◽  
Hearing Children

Introduction Parental support is important in the habilitation/rehabilitation of children using cochlear implant devices. Hence, it is important for families to know the realistic expectations regarding outcomes from CIs. Objective The objective of the present study is to know the parents' expectation from children using CIs. Methods For this study, we recruited 23 parents of children using CIs. We administered 15 questions translated in to Hindi related to communication abilities, social skills, academic achievement, change in future life, rehabilitation demand, and stress due to hearing impairment. Results The response of the questions (5-point rating scale) related to communication abilities showed that parents were expecting children using CIs to use the telephone (95%), to be able to detect soft sounds (99%), to listen in crowds (86%), to be able to easily understand others (76%), and to show improvement in communication skills (78%). Similarly, for questions related to social skills showed 90% of the parents expecting that their children with CIs should be able to easily make friends with normal hearing peers, and 80% of the parents were expecting the children to achieve high standards in their reading and writing skills. Questions related to change in future life showed 86% of the parents expecting their children with CIs to act like normal hearing children. Further, 78% parents showed positive response regarding importance of intensive training. However, 70% of the parents reported stress in the family due to the existence of the hearing impaired child. Conclusion Overall, the existing questionnaire-based study showed that parents have high expectations from their children with cochlear implant.

scholarly journals O Impacto do Implante Coclear na Linguagem Oral das Crianças com Surdez Congénita

2015 ◽  
Vol 28 (4) ◽  
pp. 442 ◽  
Author(s):  
Daniela Ramos ◽  
João Xavier Jorge ◽  
António Teixeira ◽  
Carlos Ribeiro ◽  
António Paiva
Keyword(s):  
Cochlear Implant ◽  
Oral Language ◽  
Syntactic Structure ◽  
Sensorineural Deafness ◽  
Normal Hearing ◽  
School Level ◽  
Evaluation Instrument ◽  
Verbal Language ◽  
Significant Difference ◽  
Hearing Children

<strong>Introduction:</strong> Children with severe to profound sensorineural deafness can acquire vocabulary and syntactic structures to communicate by oral language, after cochlear implant.<br /><strong>Aim:</strong> Identify the linguistic skills of children with cochlear implant.<br /><strong>Material and Methods:</strong> Eighteen children of both gender, between 9 and 10 years, with congenital bilateral deafness, using cochlear implant, were studied. The evaluation instrument used was Observation Chart of Language-School Level. The results were compared with standard of normal-hearing children with the same hearing age.<br /><strong>Results:</strong> The scores registered in the linguistics structures studied, comparing implanted children and standard, was: phonology, 29.44 ± 8.4 vs. 29.68 ± 5.90, p = 0.91; semantics, 18.55 ± 8.89 vs. 19.20 ± 4.85, p = 0.76; morpho-syntax 21.89 ± 12.85 vs. 26.35 ± 10.36, p = 0.159. Regarding the tests of semantics, there was no significant difference. Concerning the tests of morpho-syntactic structure, the<br />difference was significant in the derivation of words, 2.83 ± 2.81 vs. 4.65 ± 1.64, p = 0.014. In the phonology, a significant difference was found comparing implanted children and standard, in the discrimination of pseudo words, 6.6 ± 2.8 vs. 8.37 ± 2.32, p = 0.023. However, in syllabic segmentation, implanted children had a mean score 8.56 ± 1.6 significantly higher than standard, 5.9 ± 1.58, p &lt; 0.001.<br /><strong>Discussion:</strong> The similarity of the scores obtained by children with cochlear implants with the standard, in the language components studied confirms that cochlear implant promotes the development of oral verbal language in children with congenital deafness.<br /><strong>Conclusions:</strong> Implanted children had acquired language skills similar to normal-hearing children with the same hearing age.

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