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Hidalgo C, Zielinski C, Chen S, Roman S, Truy E, Schön D. Similar gaze behaviour during dialogue perception in congenitally deaf children with cochlear Implants and normal hearing children. INTERNATIONAL JOURNAL OF LANGUAGE & COMMUNICATION DISORDERS 2024. [PMID: 39073184 DOI: 10.1111/1460-6984.13094] [Citation(s) in RCA: 0] [Impact Index Per Article: 0] [Reference Citation Analysis] [Abstract] [Key Words] [Grants] [Track Full Text] [Subscribe] [Scholar Register] [Received: 09/27/2023] [Accepted: 07/03/2024] [Indexed: 07/30/2024]
Abstract
BACKGROUND Perceptual and speech production abilities of children with cochlear implants (CIs) are usually tested by word and sentence repetition or naming tests. However, these tests are quite far apart from daily life linguistic contexts. AIM Here, we describe a way of investigating the link between language comprehension and anticipatory verbal behaviour promoting the use of more complex listening situations. METHODS AND PROCEDURE The setup consists in watching the audio-visual dialogue of two actors. Children's gaze switches from one speaker to the other serve as a proxy of their prediction abilities. Moreover, to better understand the basis and the impact of anticipatory behaviour, we also measured children's ability to understand the dialogue content, their speech perception and memory skills as well as their rhythmic skills, that also require temporal predictions. Importantly, we compared children with CI performances with those of an age-matched group of children with normal hearing (NH). OUTCOMES AND RESULTS While children with CI revealed poorer speech perception and verbal working memory abilities than NH children, there was no difference in gaze anticipatory behaviour. Interestingly, in children with CI only, we found a significant correlation between dialogue comprehension, perceptual skills and gaze anticipatory behaviour. CONCLUSION Our results extend to a dialogue context of previous findings showing an absence of predictive deficits in children with CI. The current design seems an interesting avenue to provide an accurate and objective estimate of anticipatory language behaviour in a more ecological linguistic context also with young children. WHAT THIS PAPER ADDS What is already known on the subject Children with cochlear implants seem to have difficulties extracting structure from and learning sequential input patterns, possibly due to signal degradation and auditory deprivation in the first years of life. They also seem to have a reduced use of contextual information and slow language processing among children with hearing loss. What this paper adds to existing knowledge Here we show that when adopting a rather complex linguistic context such as watching a dialogue of two individuals, children with cochlear implants are able to use the speech and language structure to anticipate gaze switches to the upcoming speaker. What are the clinical implications of this work? The present design seems an interesting avenue to provide an accurate and objective estimate of anticipatory behaviour in a more ecological and dynamic linguistic context. Importantly, this measure is implicit and it has been previously used with very young (normal-hearing) children, showing that they spontaneously make anticipatory gaze switches by age two. Thus, this approach may be of interest to refine the speech comprehension assessment at a rather early age after cochlear implantation where explicit behavioural tests are not always reliable and sensitive.
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Affiliation(s)
- Céline Hidalgo
- Aix Marseille Univ, Inserm, INS, Inst Neurosci Syst, Marseille, France
| | - Christelle Zielinski
- Aix-Marseille Univ, Institute of Language, Communication and the Brain, Marseille, France
| | - Sophie Chen
- Aix Marseille Univ, Inserm, INS, Inst Neurosci Syst, Marseille, France
| | - Stéphane Roman
- Aix Marseille Univ, Inserm, INS, Inst Neurosci Syst, Marseille, France
- Pediatric Otolaryngology Department, La Timone Children's Hospital (APHM), Marseille, France
| | - Eric Truy
- Service d'ORL et de Chirurgie cervico-faciale, Hôpital Edouard Herriot, CHU, LYON, France
- Inserm U1028, Lyon Neuroscience Research Center, Equipe IMPACT, Lyon, France
- CNRS UMR5292, Lyon Neuroscience Research Center, Equipe IMPACT, Lyon, France
- University Lyon 1, Lyon, France
| | - Daniele Schön
- Aix Marseille Univ, Inserm, INS, Inst Neurosci Syst, Marseille, France
- Aix-Marseille Univ, Institute of Language, Communication and the Brain, Marseille, France
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Stroh AL, Overvliet KE, Zierul B, Rösler F, Röder B. Motor adaptation in deaf and hearing native signers. JOURNAL OF DEAF STUDIES AND DEAF EDUCATION 2024; 29:335-349. [PMID: 38483319 DOI: 10.1093/deafed/enae010] [Citation(s) in RCA: 0] [Impact Index Per Article: 0] [Reference Citation Analysis] [Abstract] [MESH Headings] [Grants] [Track Full Text] [Subscribe] [Scholar Register] [Received: 09/22/2023] [Revised: 01/24/2024] [Accepted: 02/12/2024] [Indexed: 06/25/2024]
Abstract
Previous studies have suggested that deafness could lead to deficits in motor skills and other body-related abilities. However, the literature regarding motor skills in deaf adults is scarce and existing studies often included participants with heterogeneous language backgrounds and deafness etiologies, thus making it difficult to delineate the effects of deafness. In this study, we investigated motor learning in deaf native signers and hearing nonsigners. To isolate the effects of deafness and those of acquiring a signed language, we additionally tested a group of hearing native signers. Two well-established paradigms of motor learning were employed, in which participants had to adapt their hand movements to a rotation of the visual feedback (Experiment 1) or to the introduction of a force field (Experiment 2). Proprioceptive estimates were assessed before and after adaptation. Like hearing nonsigners, deaf and hearing signers showed robust adaptation in both motor adaptation paradigms. No significant differences in motor adaptation and memory were observed between deaf signers and hearing nonsigners, as well as between hearing signers and hearing nonsigners. Moreover, no discernible group differences in proprioceptive accuracy were observed. These findings challenge the prevalent notion that deafness leads to deficits in motor skills and other body-related abilities.
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Affiliation(s)
- Anna-Lena Stroh
- Institute of Psychology, Biological Psychology and Neuropsychology, Universität Hamburg, Hamburg, Germany
- Institute of Psychology, Jagiellonian University, Krakow, Poland
| | - Krista E Overvliet
- Institute of Psychology, Biological Psychology and Neuropsychology, Universität Hamburg, Hamburg, Germany
- Experimental Psychology & Helmholtz Institute, Utrecht University, Utrecht, The Netherlands
| | - Björn Zierul
- Institute of Psychology, Biological Psychology and Neuropsychology, Universität Hamburg, Hamburg, Germany
| | - Frank Rösler
- Institute of Psychology, Biological Psychology and Neuropsychology, Universität Hamburg, Hamburg, Germany
| | - Brigitte Röder
- Institute of Psychology, Biological Psychology and Neuropsychology, Universität Hamburg, Hamburg, Germany
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Köse B, Karaman-Demirel A, Çiprut A. Psychoacoustic abilities in pediatric cochlear implant recipients: The relation with short-term memory and working memory capacity. Int J Pediatr Otorhinolaryngol 2022; 162:111307. [PMID: 36116181 DOI: 10.1016/j.ijporl.2022.111307] [Citation(s) in RCA: 0] [Impact Index Per Article: 0] [Reference Citation Analysis] [Abstract] [Key Words] [Track Full Text] [Journal Information] [Submit a Manuscript] [Subscribe] [Scholar Register] [Received: 05/20/2022] [Revised: 08/30/2022] [Accepted: 08/31/2022] [Indexed: 11/25/2022]
Abstract
OBJECTIVE The aim was to investigate school-age children with cochlear implants (CIs) and their typically developing peers in terms of auditory short-term memory (ASTM), auditory working memory (AWM), visuospatial short-term memory (VSTM), visuospatial working memory (VWM), spectral resolution and monosyllabic word recognition in noise. METHODS Twenty-three prelingually deaf CI users and twenty-three typically developing (TD) peers aged 7-10 years participated. Twelve children with CI were earlier-implanted (i.e., age at implantation ≤24 months). Children with CIs were compared to typically developing peers and correlations between cognitive and psychoacoustic abilities were computed separately for the groups. Besides, regression analyses were conducted to develop models that could predict SMRT (spectral-temporally modulated ripple test) and speech recognition scores. RESULTS The AWM scores of the later-implanted group were significantly lower than both earlier-implanted and TD groups. ASTM scores of TD children were significantly higher than both earlier-implanted and later-implanted participants. There was no statistically significant difference between groups in terms of VSTM and VWM. AWM performance was positively correlated with ASTM, SMRT scores, and speech recognition under noisy conditions for pediatric CI recipients. The AWM was a statistically significant predictor of the SMRT score and the SMRT score was an indicator of speech recognition score under 0 dB SNR condition. CONCLUSION Most of children using CI are at risk for clinically remarkable deficits across cognitive abilities such as AWM and ASTM. While evaluating cognitive and psychoacoustic abilities in the clinic routine, it should be kept in mind that they can be influenced by each other.
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Affiliation(s)
- Büşra Köse
- Department of Audiology, School of Medicine, Marmara University, Istanbul, Turkey; Koç University Research Center for Translational Medicine (KUTTAM), Istanbul, Turkey.
| | - Ayşenur Karaman-Demirel
- Department of Audiology, School of Medicine, Marmara University, Istanbul, Turkey; Vocational School of Health Services, Okan University, Istanbul, Turkey
| | - Ayça Çiprut
- Department of Audiology, School of Medicine, Marmara University, Istanbul, Turkey
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Monroy C, Yu C, Houston D. Visual statistical learning in deaf and hearing infants and toddlers. INFANCY 2022; 27:720-735. [PMID: 35524478 PMCID: PMC9320792 DOI: 10.1111/infa.12474] [Citation(s) in RCA: 0] [Impact Index Per Article: 0] [Reference Citation Analysis] [Abstract] [Track Full Text] [Download PDF] [Figures] [Journal Information] [Subscribe] [Scholar Register] [Received: 03/05/2021] [Revised: 03/21/2022] [Accepted: 04/19/2022] [Indexed: 11/28/2022]
Abstract
Congenital hearing loss offers a unique opportunity to examine the role of sound in cognitive, social, and linguistic development. Children with hearing loss demonstrate atypical performance across a range of general cognitive skills. For instance, research has shown that deaf school-age children underperform on visual statistical learning (VSL) tasks. However, the evidence for these deficits has been challenged, with mixed findings emerging in recent years. Here, we used a novel approach to examine VSL in the action domain early in development. We compared learning between deaf and hearing infants, prior to cochlear implantation (pre-CI), and a group of toddlers post implantation (post-CI). Findings revealed a significant difference between deaf and hearing infants pre-CI, with evidence for learning only in the hearing infants. However, there were no significant group differences between deaf and hearing toddlers post-CI, with both groups demonstrating learning. Further, VSL performance was positively correlated with language scores for the deaf toddlers, adding to the body of evidence suggesting that statistical learning is associated with language abilities. We discuss these findings in the context of previous evidence for group differences in VSL skills, and the role that auditory experiences play in infant cognitive development.
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Affiliation(s)
- Claire Monroy
- School of Psychology, Keele University, Keele, Staffordshire, UK.,Department of Otolaryngology, The Ohio State University, Wexner Medical Center, Columbus, Ohio, USA
| | - Chen Yu
- Department of Psychological and Brain Sciences, University of Texas at Austin, Austin, Texas, USA
| | - Derek Houston
- Department of Otolaryngology, The Ohio State University, Wexner Medical Center, Columbus, Ohio, USA.,Nationwide Children's Hospital, Columbus, Ohio, USA
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Giustolisi B, Martin JS, Westphal‐Fitch G, Fitch WT, Cecchetto C. Performance of Deaf Participants in an Abstract Visual Grammar Learning Task at Multiple Formal Levels: Evaluating the Auditory Scaffolding Hypothesis. Cogn Sci 2022; 46:e13114. [PMID: 35188983 PMCID: PMC9286362 DOI: 10.1111/cogs.13114] [Citation(s) in RCA: 0] [Impact Index Per Article: 0] [Reference Citation Analysis] [Abstract] [Key Words] [MESH Headings] [Grants] [Track Full Text] [Download PDF] [Figures] [Journal Information] [Subscribe] [Scholar Register] [Received: 06/14/2021] [Revised: 01/21/2022] [Accepted: 01/31/2022] [Indexed: 11/29/2022]
Abstract
Previous research has hypothesized that human sequential processing may be dependent upon hearing experience (the "auditory scaffolding hypothesis"), predicting that sequential rule learning abilities should be hindered by congenital deafness. To test this hypothesis, we compared deaf signer and hearing individuals' ability to acquire rules of different computational complexity in a visual artificial grammar learning task using sequential stimuli. As a group, deaf participants succeeded at all levels of the task; Bayesian analysis indicates that they successfully acquired each of several target grammars at ascending levels of the formal language hierarchy. Overall, these results do not support the auditory scaffolding hypothesis. However, age- and education-matched hearing participants did outperform deaf participants in two out of three tested grammars. We suggest that this difference may be related to verbal recoding strategies in the two groups. Any verbal recoding strategies used by the deaf signers would be less effective because they would have to use the same visual channel required for the experimental task.
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Affiliation(s)
| | | | | | | | - Carlo Cecchetto
- Department of PsychologyUniversity of Milan‐Bicocca
- Structures Formelles du Langage (Unité Mixte de Recherche CNRS and Université Paris 8)
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Pesnot Lerousseau J, Hidalgo C, Roman S, Schön D. Does auditory deprivation impairs statistical learning in the auditory modality? Cognition 2022; 222:105009. [PMID: 34999437 DOI: 10.1016/j.cognition.2021.105009] [Citation(s) in RCA: 0] [Impact Index Per Article: 0] [Reference Citation Analysis] [Abstract] [Key Words] [Track Full Text] [Journal Information] [Subscribe] [Scholar Register] [Received: 05/21/2021] [Revised: 12/01/2021] [Accepted: 12/26/2021] [Indexed: 11/03/2022]
Abstract
Early sensory deprivation allows assessing the extent of reorganisation of cognitive functions, well beyond sensory processing. As such, it is a good model to explore the links between sensory experience and cognitive functions. One of these functions, statistical learning - the ability to extract and use regularities present in the environment - is suspected to be impaired in prelingually deaf children with a cochlear implant. However, empirical evidence supporting this claim is very scarce and studies have reported contradictory results. This might be because previous studies have tested statistical learning only in the visual modality and did not make clear distinctions between multiple types of statistical regularities. To overcome these problems, we designed a modified serial reaction time task where cochlear implanted children and normal hearing children had to react to auditory sequences that embed multiple statistical regularities, namely transition probabilities of 0th, 1st or 2nd order. We compared the reaction times of the children with the output of a simple computational model that learns transition probabilities. First, 6-12 years old children were able to learn 0th and 1st order transition probabilities but not 2nd order ones. Second, there were no differences between cochlear implanted children and their normal hearing peers. These results indicate that auditory statistical learning is preserved in congenitally deaf children with cochlear implants. This suggests in turn that early auditory deprivation might not be crucially detrimental for the normal development of statistical learning.
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Affiliation(s)
| | - Céline Hidalgo
- Aix Marseille Univ, Inserm, INS, Inst Neurosci Syst, Marseille, France; La Timone Children's Hospital, ENT Unit, Marseille, France
| | - Stéphane Roman
- La Timone Children's Hospital, ENT Unit, Marseille, France
| | - Daniele Schön
- Aix Marseille Univ, Inserm, INS, Inst Neurosci Syst, Marseille, France
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Variation in Auditory Experience Affects Language and Executive Function Skills in Children Who Are Hard of Hearing. Ear Hear 2022; 43:347-360. [PMID: 34288630 PMCID: PMC8738778 DOI: 10.1097/aud.0000000000001098] [Citation(s) in RCA: 18] [Impact Index Per Article: 9.0] [Reference Citation Analysis] [Abstract] [Key Words] [Track Full Text] [Journal Information] [Subscribe] [Scholar Register] [Indexed: 11/26/2022]
Abstract
OBJECTIVE Children who are hard of hearing (CHH) experience delays in spoken language and executive function, but the mechanisms for these deficits remain unresolved. Differences in auditory experience and language skills have been examined as contributing factors to deficits in executive function, primarily with children who are deaf and children with cochlear implants. The theoretical model of cumulative auditory experience quantifies auditory dosage as how much speech is audible and how often children wear their hearing aids. CHH with higher auditory dosage have better language outcomes than peers with less auditory dosage. However, the effects of auditory experience on executive function have not been studied in CHH. The goal of this study was to examine the influences of auditory experience and language skills on the development of executive function in CHH. DESIGN We collected measures of aided speech audibility, hearing aid use, executive function, and receptive vocabulary in 177 CHH and 86 children with typical hearing who were 5- to 10 years old and matched for socioeconomic status and nonverbal intelligence. Auditory dosage was calculated by combining each child's average hours of hearing aid use with their audibility for speech to create a variable that quantifies individual differences in auditory access. RESULTS CHH had lower receptive vocabulary and deficits in executive function related to working memory and selective attention compared to peers with typical hearing. CHH with greater auditory dosage had higher receptive vocabulary than CHH with lower auditory dosage. Better receptive vocabulary was associated with better scores on executive function measures related to working memory and attention. Auditory dosage was also directly associated with measures of verbal working memory. CONCLUSIONS CHH have deficits in language and some, but not all, areas of executive function related to working memory and attention. Auditory dosage was associated with language abilities and verbal working memory. Language was associated with individual differences in executive function skills related to attention and working memory. These results provide support for systems theories regarding the development of executive function in CHH. Interventions that improve auditory access and language may be effective for improving executive function related to working memory and attention in CHH.
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Perry LK, Meltzer AL, Kucker SC. Vocabulary Development and the Shape Bias in Children With Hearing Loss. JOURNAL OF SPEECH, LANGUAGE, AND HEARING RESEARCH : JSLHR 2021; 64:3520-3532. [PMID: 34319757 DOI: 10.1044/2021_jslhr-21-00003] [Citation(s) in RCA: 4] [Impact Index Per Article: 1.3] [Reference Citation Analysis] [Abstract] [MESH Headings] [Track Full Text] [Subscribe] [Scholar Register] [Indexed: 06/13/2023]
Abstract
Purpose Although children with hearing loss (HL) can benefit from cochlear implants (CIs) and hearing aids (HAs), they often show language delays. Moreover, little is known about the mechanisms by which children with HL learn words. One mechanism by which typically hearing (TH) children learn words is by acquiring word learning biases such as the "shape bias," that is, generalizing the names of novel solid objects by similarity in shape. In TH children, the shape bias emerges out of regularities in the early vocabulary and, once acquired, has consequences for subsequent vocabulary development. Method Here, we ask whether children with HL exhibit similar word learning biases as TH children. In the current study, nineteen 2- to 3.5-year-old children with HL generalized the names of novel objects by similarity in shape or material. We compared their performance to that of 20 TH children matched on age and 20 TH children matched on vocabulary size. Results Children with HL were significantly less likely than age-matched TH children and vocabulary-matched TH children to generalize novel names to objects of the same shape. However, there was also an interaction such that vocabulary has a stronger effect on novel noun generalization for those with HL than for those who are TH. Exploratory analyses of children with HL reveal similar novel noun generalization and vocabulary sizes in children who use CIs and those who use HAs, regardless of hearing age or degree of HL. Conclusion Together, the results suggest that, although vocabulary knowledge drives development of the shape bias in general for all children, it may be especially important for children with HL, who are at risk for language delays.
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Affiliation(s)
- Lynn K Perry
- Department of Psychology, University of Miami, Coral Gables, FL
| | - Amy L Meltzer
- Department of Speech, Language, and Hearing Sciences, University of Florida, Gainesville
| | - Sarah C Kucker
- Department of Psychology, Oklahoma State University, Stillwater
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Terhune-Cotter BP, Conway CM, Dye MWG. Visual Sequence Repetition Learning is Not Impaired in Signing DHH Children. JOURNAL OF DEAF STUDIES AND DEAF EDUCATION 2021; 26:322-335. [PMID: 34017994 DOI: 10.1093/deafed/enab007] [Citation(s) in RCA: 4] [Impact Index Per Article: 1.3] [Reference Citation Analysis] [Abstract] [MESH Headings] [Track Full Text] [Subscribe] [Scholar Register] [Received: 02/29/2020] [Revised: 03/15/2021] [Accepted: 03/16/2021] [Indexed: 06/12/2023]
Abstract
The auditory scaffolding hypothesis states that early experience with sound underpins the development of domain-general sequence processing abilities, supported by studies observing impaired sequence processing in deaf or hard-of-hearing (DHH) children. To test this hypothesis, we administered a sequence processing task to 77 DHH children who use American Sign Language (ASL) and 23 hearing monolingual children aged 7-12 years and found no performance difference between them after controlling for age and nonverbal intelligence. Additionally, neither spoken language comprehension scores nor hearing loss levels predicted sequence processing scores in the DHH group, whereas ASL comprehension scores did. Our results do not indicate sequence processing deficits in DHH children and do not support the auditory scaffolding hypothesis; instead, these findings suggest that factors related to experience with and/or proficiency in an accessible language during development may be more important determinants of sequence processing abilities.
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Affiliation(s)
| | | | - Matthew W G Dye
- Rochester Institute of Technology, Rochester, NY, United States of America
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Fastelli A, Mento G, Marshall CR, Arfé B. Implicit learning of non-verbal regularities by deaf children with cochlear implants: An investigation with a dynamic temporal prediction task. PLoS One 2021; 16:e0251050. [PMID: 33979380 PMCID: PMC8115795 DOI: 10.1371/journal.pone.0251050] [Citation(s) in RCA: 4] [Impact Index Per Article: 1.3] [Reference Citation Analysis] [Abstract] [MESH Headings] [Grants] [Track Full Text] [Download PDF] [Figures] [Journal Information] [Subscribe] [Scholar Register] [Received: 10/06/2020] [Accepted: 04/20/2021] [Indexed: 11/24/2022] Open
Abstract
Some deaf children continue to show difficulties in spoken language learning after cochlear implantation. Part of this variability has been attributed to poor implicit learning skills. However, the involvement of other processes (e.g. verbal rehearsal) has been underestimated in studies that show implicit learning deficits in the deaf population. In this study, we investigated the relationship between auditory deprivation and implicit learning of temporal regularities with a novel task specifically designed to limit the load on working memory, the amount of information processing, and the visual-motor integration skills required. Seventeen deaf children with cochlear implants and eighteen typically hearing children aged 5 to 11 years participated. Our results revealed comparable implicit learning skills between the two groups, suggesting that implicit learning might be resilient to a lack of early auditory stimulation. No significant correlation was found between implicit learning and language tasks. However, deaf children's performance suggests some weaknesses in inhibitory control.
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Affiliation(s)
- Ambra Fastelli
- Department of Developmental Psychology and Socialisation, University of Padua, Padova, Italy
- Bruno Kessler Foundation, Trento, Italy
| | - Giovanni Mento
- Department of Developmental Psychology and Socialisation, University of Padua, Padova, Italy
- Department of General Psychology, University of Padua, Padova, Italy
| | - Chloë Ruth Marshall
- UCL Institute of Education, University College London, London, United Kingdom
| | - Barbara Arfé
- Department of Developmental Psychology and Socialisation, University of Padua, Padova, Italy
- University of Padua, Centre for Hearing, Speech, and Music research in Venice, Venice, Italy
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Trotter AS, Monaghan P, Beckers GJL, Christiansen MH. Exploring Variation Between Artificial Grammar Learning Experiments: Outlining a Meta-Analysis Approach. Top Cogn Sci 2020; 12:875-893. [PMID: 31495072 PMCID: PMC7496870 DOI: 10.1111/tops.12454] [Citation(s) in RCA: 4] [Impact Index Per Article: 1.0] [Reference Citation Analysis] [Abstract] [Key Words] [MESH Headings] [Grants] [Track Full Text] [Download PDF] [Figures] [Journal Information] [Subscribe] [Scholar Register] [Received: 08/03/2018] [Revised: 07/14/2019] [Accepted: 07/25/2019] [Indexed: 11/30/2022]
Abstract
Artificial grammar learning (AGL) has become an important tool used to understand aspects of human language learning and whether the abilities underlying learning may be unique to humans or found in other species. Successful learning is typically assumed when human or animal participants are able to distinguish stimuli generated by the grammar from those that are not at a level better than chance. However, the question remains as to what subjects actually learn in these experiments. Previous studies of AGL have frequently introduced multiple potential contributors to performance in the training and testing stimuli, but meta-analysis techniques now enable us to consider these multiple information sources for their contribution to learning-enabling intended and unintended structures to be assessed simultaneously. We present a blueprint for meta-analysis approaches to appraise the effect of learning in human and other animal studies for a series of artificial grammar learning experiments, focusing on studies that examine auditory and visual modalities. We identify a series of variables that differ across these studies, focusing on both structural and surface properties of the grammar, and characteristics of training and test regimes, and provide a first step in assessing the relative contribution of these design features of artificial grammars as well as species-specific effects for learning.
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Affiliation(s)
- Antony S. Trotter
- Department of Speech, Hearing & Phonetic SciencesUniversity College London
| | - Padraic Monaghan
- Department of PsychologyLancaster University
- Department of EnglishUniversity of Amsterdam
| | - Gabriël J. L. Beckers
- Department of Psychology, Cognitive Neurobiology and Helmholtz InstituteUtrecht University
| | - Morten H. Christiansen
- Department of PsychologyCornell University
- Interacting Minds Centre and School of Communication and CultureAarhus University
- Haskins Laboratories
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Gabouer A, Oghalai J, Bortfeld H. Parental use of multimodal cues in the initiation of joint attention as a function of child hearing status. DISCOURSE PROCESSES 2020; 57:491-506. [PMID: 32669749 PMCID: PMC7363029 DOI: 10.1080/0163853x.2020.1759022] [Citation(s) in RCA: 3] [Impact Index Per Article: 0.8] [Reference Citation Analysis] [Abstract] [Grants] [Track Full Text] [Journal Information] [Subscribe] [Scholar Register] [Indexed: 10/24/2022]
Abstract
In the current study, we examine how hearing parents use multimodal cuing to establish joint attention with their hearing (N=9) or deaf (N=9) children during a free-play session. The deaf children were all candidates for cochlear implantation who had not yet been implanted, and each hearing child was age-matched to a deaf child. We coded parents' use of auditory, visual, and tactile cues, alone and in different combinations, during both successful and failed bids for children's attention. Although our findings revealed no clear quantitative differences in parents' use of multimodal cues as a function of child hearing status, secondary analyses revealed that hearing parents of deaf children used shorter utterances while initiating joint attention than did hearing parents of hearing children. Hearing parents of deaf children also touched their children twice as often throughout the play session than did hearing parents of hearing children. These findings demonstrate that parents differentially accommodate the specific needs of their hearing and deaf children in subtle ways to establish communicative intent.
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Affiliation(s)
| | - John Oghalai
- Otolaryngology - Head and Neck Surgery, Keck School of Medicine, University of Southern California
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Letter to the Editor: Do Pediatric Cochlear Implant Recipients Display Domain-General Sequencing Difficulties? A Comment on. Ear Hear 2020; 41:1051-1054. [PMID: 32358327 DOI: 10.1097/aud.0000000000000841] [Citation(s) in RCA: 1] [Impact Index Per Article: 0.3] [Reference Citation Analysis] [Track Full Text] [Journal Information] [Subscribe] [Scholar Register] [Indexed: 11/25/2022]
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Davidson LS, Geers AE, Hale S, Sommers MM, Brenner C, Spehar B. Effects of Early Auditory Deprivation on Working Memory and Reasoning Abilities in Verbal and Visuospatial Domains for Pediatric Cochlear Implant Recipients. Ear Hear 2019; 40:517-528. [PMID: 31026238 PMCID: PMC8336888 DOI: 10.1097/aud.0000000000000629] [Citation(s) in RCA: 24] [Impact Index Per Article: 4.8] [Reference Citation Analysis] [Abstract] [MESH Headings] [Grants] [Track Full Text] [Journal Information] [Subscribe] [Scholar Register] [Indexed: 11/25/2022]
Abstract
OBJECTIVES The overall goal of this study was to compare verbal and visuospatial working memory in children with normal hearing (NH) and with cochlear implants (CI). The main questions addressed by this study were (1) Does auditory deprivation result in global or domain-specific deficits in working memory in children with CIs compared with their NH age mates? (2) Does the potential for verbal recoding affect performance on measures of reasoning ability in children with CIs relative to their NH age mates? and (3) Is performance on verbal and visuospatial working memory tasks related to spoken receptive language level achieved by children with CIs? DESIGN A total of 54 children ranging in age from 5 to 9 years participated; 25 children with CIs and 29 children with NH. Participants were tested on both simple and complex measures of verbal and visuospatial working memory. Vocabulary was assessed with the Peabody Picture Vocabulary Test (PPVT) and reasoning abilities with two subtests of the WISC-IV (Wechsler Intelligence Scale for Children, 4th edition): Picture Concepts (verbally mediated) and Matrix Reasoning (visuospatial task). Groups were compared on all measures using analysis of variance after controlling for age and maternal education. RESULTS Children with CIs scored significantly lower than children with NH on measures of working memory, after accounting for age and maternal education. Differences between the groups were more apparent for verbal working memory compared with visuospatial working memory. For reasoning and vocabulary, the CI group scored significantly lower than the NH group for PPVT and WISC Picture Concepts but similar to NH age mates on WISC Matrix Reasoning. CONCLUSIONS Results from this study suggest that children with CIs have deficits in working memory related to storing and processing verbal information in working memory. These deficits extend to receptive vocabulary and verbal reasoning and remain even after controlling for the higher maternal education level of the NH group. Their ability to store and process visuospatial information in working memory and complete reasoning tasks that minimize verbal labeling of stimuli more closely approaches performance of NH age mates.
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Affiliation(s)
| | | | | | | | | | - Brent Spehar
- Washington University School of Medicine, St. Louis, MO, USA
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Brooks R, Singleton JL, Meltzoff AN. Enhanced gaze-following behavior in Deaf infants of Deaf parents. Dev Sci 2019; 23:e12900. [PMID: 31486168 DOI: 10.1111/desc.12900] [Citation(s) in RCA: 20] [Impact Index Per Article: 4.0] [Reference Citation Analysis] [Abstract] [Key Words] [Track Full Text] [Journal Information] [Subscribe] [Scholar Register] [Received: 02/07/2019] [Revised: 08/04/2019] [Accepted: 08/30/2019] [Indexed: 01/19/2023]
Abstract
Gaze following plays a role in parent-infant communication and is a key mechanism by which infants acquire information about the world from social input. Gaze following in Deaf infants has been understudied. Twelve Deaf infants of Deaf parents (DoD) who had native exposure to American Sign Language (ASL) were gender-matched and age-matched (±7 days) to 60 spoken-language hearing control infants. Results showed that the DoD infants had significantly higher gaze-following scores than the hearing infants. We hypothesize that in the absence of auditory input, and with support from ASL-fluent Deaf parents, infants become attuned to visual-communicative signals from other people, which engenders increased gaze following. These findings underscore the need to revise the 'deficit model' of deafness. Deaf infants immersed in natural sign language from birth are better at understanding the signals and identifying the referential meaning of adults' gaze behavior compared to hearing infants not exposed to sign language. Broader implications for theories of social-cognitive development are discussed. A video abstract of this article can be viewed at https://youtu.be/QXCDK_CUmAI.
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Affiliation(s)
- Rechele Brooks
- Institute for Learning & Brain Sciences, University of Washington, Seattle, Washington
| | - Jenny L Singleton
- Department of Linguistics, University of Texas at Austin, Austin, Texas
| | - Andrew N Meltzoff
- Institute for Learning & Brain Sciences, University of Washington, Seattle, Washington
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16
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Ching TYC, Cupples L, Marnane V. Early Cognitive Predictors of 9-Year-Old Spoken Language in Children With Mild to Severe Hearing Loss Using Hearing Aids. Front Psychol 2019; 10:2180. [PMID: 31616354 PMCID: PMC6775205 DOI: 10.3389/fpsyg.2019.02180] [Citation(s) in RCA: 5] [Impact Index Per Article: 1.0] [Reference Citation Analysis] [Abstract] [Key Words] [Track Full Text] [Download PDF] [Journal Information] [Subscribe] [Scholar Register] [Received: 04/30/2019] [Accepted: 09/10/2019] [Indexed: 12/27/2022] Open
Abstract
This study examined the extent to which cognitive ability at 5 years of age predicted language development from 5 to 9 years of age in a population-based sample of children with hearing loss who participated in the Longitudinal Outcomes of Children with Hearing Impairment (LOCHI) study. The developmental outcomes of 81 children with hearing loss were evaluated at 5 and 9 years of age. Hearing loss ranged from mild to severe degrees, and all participants used hearing aids. They all used spoken language as the primary mode of communication and education. Nine-year-old language was assessed using the Clinical Evaluation of Language Fundamentals – 4th edition (CELF-4), the Peabody Picture Vocabulary Test – 4th edition (PPVT-4), and the Expressive Vocabulary Test – 2nd edition (EVT-2). Multiple regression analyses were conducted to examine the extent to which children’s scores on these standardized assessments were predicted by their cognitive ability (non-verbal IQ and verbal working memory) measured at 5 years of age. The influence of early language scores at 5 years and a range of demographic characteristics on language scores at 9 years of age was evaluated. We found that 5-year-old digit span score was a significant predictor of receptive and expressive language, but not receptive or expressive vocabulary, at 9 years of age. Also, 5-year-old non-word repetition test score was a significant predictor of only expressive language and vocabulary, but not receptive language or vocabulary at 9 years of age. After allowing for the effects of non-verbal IQ and 5-year-old receptive vocabulary, early digit span score (but not non-word repetition score) was a significant predictor of expressive and receptive language scores at 9 years of age. The findings shed light on the unique role of early verbal working memory in predicting the development of receptive and expressive language skills and vocabulary skills in children who use hearing aids.
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Affiliation(s)
- Teresa Y C Ching
- National Acoustic Laboratories, Sydney, NSW, Australia.,The Hearing CRC, Melbourne, VIC, Australia
| | - Linda Cupples
- Department of Linguistics, Macquarie University, Sydney, NSW, Australia.,Centre for Language Sciences, Macquarie University, Sydney, NSW, Australia
| | - Vivienne Marnane
- National Acoustic Laboratories, Sydney, NSW, Australia.,The Hearing CRC, Melbourne, VIC, Australia
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17
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Mastrantuono E, Burigo M, Rodríguez-Ortiz IR, Saldaña D. The Role of Multiple Articulatory Channels of Sign-Supported Speech Revealed by Visual Processing. JOURNAL OF SPEECH, LANGUAGE, AND HEARING RESEARCH : JSLHR 2019; 62:1625-1656. [PMID: 31095442 DOI: 10.1044/2019_jslhr-s-17-0433] [Citation(s) in RCA: 0] [Impact Index Per Article: 0] [Reference Citation Analysis] [Abstract] [MESH Headings] [Track Full Text] [Subscribe] [Scholar Register] [Indexed: 06/09/2023]
Abstract
Purpose The use of sign-supported speech (SSS) in the education of deaf students has been recently discussed in relation to its usefulness with deaf children using cochlear implants. To clarify the benefits of SSS for comprehension, 2 eye-tracking experiments aimed to detect the extent to which signs are actively processed in this mode of communication. Method Participants were 36 deaf adolescents, including cochlear implant users and native deaf signers. Experiment 1 attempted to shift observers' foveal attention to the linguistic source in SSS from which most information is extracted, lip movements or signs, by magnifying the face area, thus modifying lip movements perceptual accessibility (magnified condition), and by constraining the visual field to either the face or the sign through a moving window paradigm (gaze contingent condition). Experiment 2 aimed to explore the reliance on signs in SSS by occasionally producing a mismatch between sign and speech. Participants were required to concentrate upon the orally transmitted message. Results In Experiment 1, analyses revealed a greater number of fixations toward the signs and a reduction in accuracy in the gaze contingent condition across all participants. Fixations toward signs were also increased in the magnified condition. In Experiment 2, results indicated less accuracy in the mismatching condition across all participants. Participants looked more at the sign when it was inconsistent with speech. Conclusions All participants, even those with residual hearing, rely on signs when attending SSS, either peripherally or through overt attention, depending on the perceptual conditions. Supplemental Material https://doi.org/10.23641/asha.8121191.
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Affiliation(s)
- Eliana Mastrantuono
- Departamento de Psicología Evolutiva y de la Educación, Universidad de Sevilla, Spain
| | - Michele Burigo
- Cognitive Interaction Technology, University of Bielefeld, Germany
| | | | - David Saldaña
- Departamento de Psicología Evolutiva y de la Educación, Universidad de Sevilla, Spain
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18
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Nonverbal Visual Sequential Learning in Children With Cochlear Implants: Preliminary Findings. Ear Hear 2019; 40:213-217. [PMID: 29547477 DOI: 10.1097/aud.0000000000000564] [Citation(s) in RCA: 5] [Impact Index Per Article: 1.0] [Reference Citation Analysis] [Abstract] [Track Full Text] [Journal Information] [Subscribe] [Scholar Register] [Indexed: 11/25/2022]
Abstract
The authors tested the hypothesis that children with cochlear implants (CIs) experience domain-general deficits in sequential learning. Twenty children with CIs and 40 children with normal hearing (NH) participated. Participants completed a serial reaction time task that measured implicit sequential learning. During random sequence phases, the CI group had significantly slower reaction times than the NH group. However, there were no significant differences in the rates of sequential learning between groups. Age at implantation was not significantly associated with learning rate in the CI group. Children with CIs demonstrated nonverbal sequential learning that is comparable to children with NH. Contrary to previous research, early auditory deprivation may not be associated with deficits in domain-general sequential learning, but may affect sequential processing. Further investigation is needed to understand the mechanisms underlying the overall delayed reaction times of children with CIs.
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19
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Deocampo JA, Smith GNL, Kronenberger WG, Pisoni DB, Conway CM. The Role of Statistical Learning in Understanding and Treating Spoken Language Outcomes in Deaf Children With Cochlear Implants. Lang Speech Hear Serv Sch 2019; 49:723-739. [PMID: 30120449 DOI: 10.1044/2018_lshss-stlt1-17-0138] [Citation(s) in RCA: 19] [Impact Index Per Article: 3.8] [Reference Citation Analysis] [Abstract] [Track Full Text] [Journal Information] [Subscribe] [Scholar Register] [Received: 12/01/2017] [Accepted: 03/11/2018] [Indexed: 11/09/2022] Open
Abstract
Purpose Statistical learning-the ability to learn patterns in environmental input-is increasingly recognized as a foundational mechanism necessary for the successful acquisition of spoken language. Spoken language is a complex, serially presented signal that contains embedded statistical relations among linguistic units, such as phonemes, morphemes, and words, which represent the phonotactic and syntactic rules of language. In this review article, we first review recent work that demonstrates that, in typical language development, individuals who display better nonlinguistic statistical learning abilities also show better performance on different measures of language. We next review research findings that suggest that children who are deaf and use cochlear implants may have difficulties learning sequential input patterns, possibly due to auditory and/or linguistic deprivation early in development, and that the children who show better sequence learning abilities also display improved spoken language outcomes. Finally, we present recent findings suggesting that it may be possible to improve core statistical learning abilities with specialized training and interventions and that such improvements can potentially impact and facilitate the acquisition and processing of spoken language. Method We conducted a literature search through various online databases including PsychINFO and PubMed, as well as including relevant review articles gleaned from the reference sections of other review articles used in this review. Search terms included various combinations of the following: sequential learning, sequence learning, statistical learning, sequence processing, procedural learning, procedural memory, implicit learning, language, computerized training, working memory training, statistical learning training, deaf, deafness, hearing impairment, hearing impaired, DHH, hard of hearing, cochlear implant(s), hearing aid(s), and auditory deprivation. To keep this review concise and clear, we limited inclusion to the foundational and most recent (2005-2018) relevant studies that explicitly included research or theoretical perspectives on statistical or sequential learning. We here summarize and synthesize the most recent and relevant literature to understanding and treating language delays in children using cochlear implants through the lens of statistical learning. Conclusions We suggest that understanding how statistical learning contributes to spoken language development is important for understanding some of the difficulties that children who are deaf and use cochlear implants might face and argue that it may be beneficial to develop novel language interventions that focus specifically on improving core foundational statistical learning skills.
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Affiliation(s)
| | - Gretchen N L Smith
- Department of Otolaryngology-Head and Neck Surgery, Indiana University School of Medicine, Indianapolis
| | - William G Kronenberger
- Department of Otolaryngology-Head and Neck Surgery, Indiana University School of Medicine, Indianapolis.,Department of Psychiatry, Indiana University School of Medicine, Indianapolis
| | - David B Pisoni
- Department of Otolaryngology-Head and Neck Surgery, Indiana University School of Medicine, Indianapolis.,Department of Psychological and Brain Sciences, Indiana University,Bloomington
| | - Christopher M Conway
- Department of Psychology, Georgia State University, Atlanta.,The Neuroscience Institute, Georgia State University, Atlanta
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20
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Jorgensen LE, Benson EA, McCreery RW. Conventional Amplification for Children and Adults with Severe-to-Profound Hearing Loss. Semin Hear 2018; 39:364-376. [PMID: 30374208 DOI: 10.1055/s-0038-1670699] [Citation(s) in RCA: 8] [Impact Index Per Article: 1.3] [Reference Citation Analysis] [Abstract] [Key Words] [Track Full Text] [Journal Information] [Subscribe] [Scholar Register] [Indexed: 10/28/2022] Open
Abstract
The primary goal of amplification is to restore audibility without causing discomfort; for someone with severe-to-profound hearing loss, the reduced dynamic range poses unique challenges in hearing-assistive device fitting. These challenges, including physiological limitation, processing difficulties, technology constraints, and other confounding factors, must be considered when selecting, fitting, and counseling for appropriate amplification. Many of the advanced features in hearing aids do not adequately address the unique characteristics of patients with severe-to-profound hearing loss. This review article will attempt to unravel some of the challenges and associated considerations when fitting adults and children with severe-to-profound hearing loss.
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Affiliation(s)
- Lindsey E Jorgensen
- Department of Communication Sciences and Disorders, University of South Dakota, Vermillion, South Dakota.,Department of Veterans Affairs, Sioux Falls Healthcare System, Sioux Falls, South Dakota
| | - Emily A Benson
- Department of Communication Sciences and Disorders, University of South Dakota, Vermillion, South Dakota
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21
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Giustolisi B, Emmorey K. Visual Statistical Learning With Stimuli Presented Sequentially Across Space and Time in Deaf and Hearing Adults. Cogn Sci 2018; 42:3177-3190. [PMID: 30320454 DOI: 10.1111/cogs.12691] [Citation(s) in RCA: 7] [Impact Index Per Article: 1.2] [Reference Citation Analysis] [Abstract] [Key Words] [Track Full Text] [Journal Information] [Subscribe] [Scholar Register] [Received: 10/26/2017] [Revised: 09/05/2018] [Accepted: 09/10/2018] [Indexed: 11/27/2022]
Abstract
This study investigated visual statistical learning (VSL) in 24 deaf signers and 24 hearing non-signers. Previous research with hearing individuals suggests that SL mechanisms support literacy. Our first goal was to assess whether VSL was associated with reading ability in deaf individuals, and whether this relation was sustained by a link between VSL and sign language skill. Our second goal was to test the Auditory Scaffolding Hypothesis, which makes the prediction that deaf people should be impaired in sequential processing tasks. For the VSL task, we adopted a modified version of the triplet learning paradigm, with stimuli presented sequentially across space and time. Results revealed that measures of sign language skill (sentence comprehension/repetition) did not correlate with VSL scores, possibly due to the sequential nature of our VSL task. Reading comprehension scores (PIAT-R) were a significant predictor of VSL accuracy in hearing but not deaf people. This finding might be due to the sequential nature of the VSL task and to a less salient role of the sequential orthography-to-phonology mapping in deaf readers compared to hearing readers. The two groups did not differ in VSL scores. However, when reading ability was taken into account, VSL scores were higher for the deaf group than the hearing group. Overall, this evidence is inconsistent with the Auditory Scaffolding Hypothesis, suggesting that humans can develop efficient sequencing abilities even in the absence of sound.
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Affiliation(s)
| | - Karen Emmorey
- School of Speech, Language and Hearing Sciences, San Diego State University
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22
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Hall ML, Eigsti IM, Bortfeld H, Lillo-Martin D. Executive Function in Deaf Children: Auditory Access and Language Access. JOURNAL OF SPEECH, LANGUAGE, AND HEARING RESEARCH : JSLHR 2018; 61:1970-1988. [PMID: 30073268 PMCID: PMC6198917 DOI: 10.1044/2018_jslhr-l-17-0281] [Citation(s) in RCA: 30] [Impact Index Per Article: 5.0] [Reference Citation Analysis] [Abstract] [MESH Headings] [Grants] [Track Full Text] [Subscribe] [Scholar Register] [Received: 07/26/2017] [Revised: 12/28/2017] [Accepted: 04/17/2018] [Indexed: 05/04/2023]
Abstract
Purpose Deaf children are frequently reported to be at risk for difficulties in executive function (EF); however, the literature is divided over whether these difficulties are the result of deafness itself or of delays/deficits in language that often co-occur with deafness. The purpose of this study is to discriminate these hypotheses by assessing EF in populations where the 2 accounts make contrasting predictions. Method We use a between-groups design involving 116 children, ages 5-12 years, across 3 groups: (a) participants with normal hearing (n = 45), (b) deaf native signers who had access to American Sign Language from birth (n = 45), and (c) oral cochlear implant users who did not have full access to language prior to cochlear implantation (n = 26). Measures include both parent report and performance-based assessments of EF. Results Parent report results suggest that early access to language has a stronger impact on EF than early access to sound. Performance-based results trended in a similar direction, but no between-group differences were significant. Conclusions These results indicate that healthy EF skills do not require audition and therefore that difficulties in this domain do not result primarily from a lack of auditory experience. Instead, results are consistent with the hypothesis that language proficiency, whether in sign or speech, is crucial for the development of healthy EF. Further research is needed to test whether sign language proficiency also confers benefits to deaf children from hearing families.
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Affiliation(s)
- Matthew L. Hall
- Department of Psychology, University of Massachusetts Dartmouth
- Department of Linguistics, University of Connecticut, Storrs
| | | | - Heather Bortfeld
- Department of Psychological Sciences, University of California, Merced
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