Effects of fundamental frequency contour on understanding Mandarin sentences in bimodal hearing simulations

Categorical perception of lexical tones based on acoustic-electric stimulation

The effect of low-frequency acoustic input on the categorical perception of lexical tones was investigated with simulated electric-acoustic hearing. A synthesized T1-T2 (flat-rising) tone continuum of Mandarin monosyllables /i/ was used, and they were manipulated as five conditions: unprocessed, low-frequency acoustic-only, electric-only, electric-acoustic stimulation, and bimodal stimulation. Results showed the performance under electric-only condition was the significantly lowest, and the difference of other pairwise comparisons between conditions was quite small. These findings suggest that the low-frequency acoustic input can shape the categorical perception, and the combinations of acoustic and electric hearing within or across ears have no significant effect.

Effect of temporal misalignment on understanding Mandarin sentences in simulated combined electric-and-acoustic stimulation

The present work assessed Mandarin sentence understanding when the electric and acoustic portions are not temporally aligned in simulated combined electric-and-acoustic stimulation (EAS). A relative time shift was added between the electric and acoustic portions, simulating the temporal misalignment effect in EAS processing. The processed stimuli were played to normal-hearing listeners to recognize. Experimental results showed a significant decrease of the intelligibility score caused by the temporal misalignment in the two portions of EAS processing, suggesting the need to avoid temporal misalignment in EAS. The preceding acoustic-portion more significantly decreased the understanding of EAS-processed Mandarin stimuli than the preceding electric-portion.

Perceptual contributions of vowels and consonant-vowel transitions in simulated electric-acoustic hearing

The present work assessed the perceptual impact of vowels and consonant-vowel transitions in simulated electric-acoustic hearing. Mandarin sentences were processed by two vocoder models simulating electric and electric-acoustic stimulation, followed by a noise-replacement paradigm to preserve target speech segments and replace the rest with noise, and finally presented to normal-hearing listeners to recognize. The results demonstrated a much larger perceptual advantage of vowels than consonants to sentence intelligibility, and showed the combined-stimulation advantage under segmental conditions containing vowels. Adding consonant-vowel transitions in combined electric-acoustic stimulation yielded sentence recognition performance equivalent to that observed with electric stimulation and full speech segments.

Early auditory skills development in Mandarin speaking children after bilateral cochlear implantation

OBJECTIVES

The purpose of the present study was: (1) to investigate the early auditory preverbal behaviors of infants/toddlers with bilateral cochlear implants (BCI), and to compare their performance with that of unilateral cochlear implant (UCI) peers; (2) to investigate effects of age of implantation, education level of caregivers, living environment, and unaided behavioral threshold before operation on early auditory preverbal development.

METHODS

The evaluation material of the present study was the Mandarin version of the LittlEARS^® Auditory Questionnaire (LEAQ). Assessments were administrated at 0, 1, 2, 3, 6, 9, 12 and 24 months after cochlear implants (CIs) were switched on. A one-way ANOVA was used to analyze the differences of early auditory preverbal performance between each two contiguous test intervals. A two-sample t-test was used to analyze the difference of behaviors between infants/toddlers with BCI and UCI. Non-parametric tests were used to analyze the effects of potential affecting factors on auditory preverbal skills.

RESULTS

Nineteen subjects aging from 9 to 54 months (Mean = 22.7, SD = 13.7) were recruited in the study. At each evaluation time, the average scores of LEAQ were 4.58, 9.00, 16.00, 18.56, 22.00, 31.50, 29.67, and 34.35 respectively. The total score and semantic auditory behavior score increased significantly during the second months after CIs activation (the total score: LSD-t = 3.157, p = 0.030; semantic auditory behavior score: LSD-t = 1.972, p = 0.034). The score of BCI group was significantly higher than UCI group after 1, 3 and 6 months of CI use (1 month: t = 3.257, p = 0.002; 3 months: t = 5.042, p = 0.000; 6 months: t = 4.054, p = 0.000). Education level of caregivers had a positive effect on receptive auditory behavior (H = 6.538, p = 0.035) after CIs switched on for 3 months. The LEAQ performance was not significantly correlated with pre-operative behavioral threshold although they showed a trend of negative correlation in the first 3 months after activation.

CONCLUSION

The study indicated that infants and toddlers who underwent BCI had better auditory preverbal skills than their UCI peers. Higher caregivers' education level positively correlated with the early development of auditory preverbal skills. Better pre-operative behavioral threshold might also benefit early auditory preverbal skills development for BCI children.