Environmental sounds recognition in children with cochlear implants
The aims of this study were (1) to document the recognition performance of environmental sounds (ESs) in Mandarin-speaking children with cochlear implants (CIs) and to analyze the possible associated factors with the ESs recognition; (2) to examine the relationship between perception of ESs and rece...
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| creator | Liu, Shu-Yu Liu, Tien-Chen Teng, Ya-Ling Lee, Li-Ang Lai, Te-Jen Wu, Che-Ming |
| description | The aims of this study were (1) to document the recognition performance of environmental sounds (ESs) in Mandarin-speaking children with cochlear implants (CIs) and to analyze the possible associated factors with the ESs recognition; (2) to examine the relationship between perception of ESs and receptive vocabulary level; and (3) to explore the acoustic factors relevant to perceptual outcomes of daily ESs in pediatric CI users. Forty-seven prelingually deafened children between ages 4 to 10 years participated in this study. They were divided into pre-school (group A: age 4-6) and school-age (group B: age 7 to 10) groups. Sound Effects Recognition Test (SERT) and the Chinese version of the revised Peabody Picture Vocabulary Test (PPVT-R) were used to assess the auditory perception ability. The average correct percentage of SERT was 61.2% in the preschool group and 72.3% in the older group. There was no significant difference between the two groups. The ESs recognition performance of children with CIs was poorer than that of their hearing peers (90% in average). No correlation existed between ESs recognition and receptive vocabulary comprehension. Two predictive factors: pre-implantation residual hearing and duration of CI usage were found to be associated with recognition performance of daily-encountered ESs. Acoustically, sounds with distinct temporal patterning were easier to identify for children with CIs. In conclusion, we have demonstrated that ESs recognition is not easy for children with CIs and a low correlation existed between linguistic sounds and ESs recognition in these subjects. Recognition ability of ESs in children with CIs can only be achieved by natural exposure to daily-encountered auditory stimuli if sounds other than speech stimuli were less emphasized in routine verbal/oral habilitation program. Therefore, task-specific measures other than speech materials can be helpful to capture the full profile of auditory perceptual progress after implantation. |
| doi_str_mv | 10.1371/journal.pone.0066100 |
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Forty-seven prelingually deafened children between ages 4 to 10 years participated in this study. They were divided into pre-school (group A: age 4-6) and school-age (group B: age 7 to 10) groups. Sound Effects Recognition Test (SERT) and the Chinese version of the revised Peabody Picture Vocabulary Test (PPVT-R) were used to assess the auditory perception ability. The average correct percentage of SERT was 61.2% in the preschool group and 72.3% in the older group. There was no significant difference between the two groups. The ESs recognition performance of children with CIs was poorer than that of their hearing peers (90% in average). No correlation existed between ESs recognition and receptive vocabulary comprehension. Two predictive factors: pre-implantation residual hearing and duration of CI usage were found to be associated with recognition performance of daily-encountered ESs. Acoustically, sounds with distinct temporal patterning were easier to identify for children with CIs. In conclusion, we have demonstrated that ESs recognition is not easy for children with CIs and a low correlation existed between linguistic sounds and ESs recognition in these subjects. Recognition ability of ESs in children with CIs can only be achieved by natural exposure to daily-encountered auditory stimuli if sounds other than speech stimuli were less emphasized in routine verbal/oral habilitation program. Therefore, task-specific measures other than speech materials can be helpful to capture the full profile of auditory perceptual progress after implantation.</description><identifier>ISSN: 1932-6203</identifier><identifier>EISSN: 1932-6203</identifier><identifier>DOI: 10.1371/journal.pone.0066100</identifier><identifier>PMID: 23840408</identifier><language>eng</language><publisher>United States: Public Library of Science</publisher><subject>Acoustics ; Adults ; Age ; Auditory perception ; Auditory stimuli ; Background noise ; Biology ; Brain ; Child ; Child, Preschool ; Children ; Cochlea ; Cochlear Implants ; Correlation ; Deafness ; Deafness - physiopathology ; Deafness - surgery ; Dental materials ; Environmental performance ; Female ; Hearing ; Humans ; Implantation ; Implants ; Male ; Medicine ; Otolaryngology ; Pediatrics ; Perception ; Perceptions ; Preschool children ; Recognition ; Serotonin transporter ; Social and Behavioral Sciences ; Sound ; Sound effects ; Speaking ; Speech ; Speech Perception ; Studies ; Transplants & implants ; Treatment Outcome</subject><ispartof>PloS one, 2013-06, Vol.8 (6), p.e66100-e66100</ispartof><rights>COPYRIGHT 2013 Public Library of Science</rights><rights>2013 Liu et al. This is an open-access article distributed under the terms of the Creative Commons Attribution License: https://creativecommons.org/licenses/by/4.0/ (the “License”), which permits unrestricted use, distribution, and reproduction in any medium, provided the original author and source are credited. Notwithstanding the ProQuest Terms and Conditions, you may use this content in accordance with the terms of the License.</rights><rights>2013 Liu et al 2013 Liu et al</rights><lds50>peer_reviewed</lds50><oa>free_for_read</oa><woscitedreferencessubscribed>false</woscitedreferencessubscribed><citedby>FETCH-LOGICAL-c692t-5aa29c1c643555c24362cc04b2be12a76e7e35485571b8bdaff3920b0c95efde3</citedby><cites>FETCH-LOGICAL-c692t-5aa29c1c643555c24362cc04b2be12a76e7e35485571b8bdaff3920b0c95efde3</cites></display><links><openurl>$$Topenurl_article</openurl><openurlfulltext>$$Topenurlfull_article</openurlfulltext><thumbnail>$$Tsyndetics_thumb_exl</thumbnail><linktopdf>$$Uhttps://www.ncbi.nlm.nih.gov/pmc/articles/PMC3688719/pdf/$$EPDF$$P50$$Gpubmedcentral$$Hfree_for_read</linktopdf><linktohtml>$$Uhttps://www.ncbi.nlm.nih.gov/pmc/articles/PMC3688719/$$EHTML$$P50$$Gpubmedcentral$$Hfree_for_read</linktohtml><link.rule.ids>230,314,723,776,780,860,881,2096,2915,23845,27901,27902,53766,53768,79343,79344</link.rule.ids><backlink>$$Uhttps://www.ncbi.nlm.nih.gov/pubmed/23840408$$D View this record in MEDLINE/PubMed$$Hfree_for_read</backlink></links><search><creatorcontrib>Liu, Shu-Yu</creatorcontrib><creatorcontrib>Liu, Tien-Chen</creatorcontrib><creatorcontrib>Teng, Ya-Ling</creatorcontrib><creatorcontrib>Lee, Li-Ang</creatorcontrib><creatorcontrib>Lai, Te-Jen</creatorcontrib><creatorcontrib>Wu, Che-Ming</creatorcontrib><title>Environmental sounds recognition in children with cochlear implants</title><title>PloS one</title><addtitle>PLoS One</addtitle><description>The aims of this study were (1) to document the recognition performance of environmental sounds (ESs) in Mandarin-speaking children with cochlear implants (CIs) and to analyze the possible associated factors with the ESs recognition; (2) to examine the relationship between perception of ESs and receptive vocabulary level; and (3) to explore the acoustic factors relevant to perceptual outcomes of daily ESs in pediatric CI users. Forty-seven prelingually deafened children between ages 4 to 10 years participated in this study. They were divided into pre-school (group A: age 4-6) and school-age (group B: age 7 to 10) groups. Sound Effects Recognition Test (SERT) and the Chinese version of the revised Peabody Picture Vocabulary Test (PPVT-R) were used to assess the auditory perception ability. The average correct percentage of SERT was 61.2% in the preschool group and 72.3% in the older group. There was no significant difference between the two groups. The ESs recognition performance of children with CIs was poorer than that of their hearing peers (90% in average). No correlation existed between ESs recognition and receptive vocabulary comprehension. Two predictive factors: pre-implantation residual hearing and duration of CI usage were found to be associated with recognition performance of daily-encountered ESs. Acoustically, sounds with distinct temporal patterning were easier to identify for children with CIs. In conclusion, we have demonstrated that ESs recognition is not easy for children with CIs and a low correlation existed between linguistic sounds and ESs recognition in these subjects. Recognition ability of ESs in children with CIs can only be achieved by natural exposure to daily-encountered auditory stimuli if sounds other than speech stimuli were less emphasized in routine verbal/oral habilitation program. Therefore, task-specific measures other than speech materials can be helpful to capture the full profile of auditory perceptual progress after implantation.</description><subject>Acoustics</subject><subject>Adults</subject><subject>Age</subject><subject>Auditory perception</subject><subject>Auditory stimuli</subject><subject>Background noise</subject><subject>Biology</subject><subject>Brain</subject><subject>Child</subject><subject>Child, Preschool</subject><subject>Children</subject><subject>Cochlea</subject><subject>Cochlear Implants</subject><subject>Correlation</subject><subject>Deafness</subject><subject>Deafness - physiopathology</subject><subject>Deafness - surgery</subject><subject>Dental materials</subject><subject>Environmental performance</subject><subject>Female</subject><subject>Hearing</subject><subject>Humans</subject><subject>Implantation</subject><subject>Implants</subject><subject>Male</subject><subject>Medicine</subject><subject>Otolaryngology</subject><subject>Pediatrics</subject><subject>Perception</subject><subject>Perceptions</subject><subject>Preschool children</subject><subject>Recognition</subject><subject>Serotonin transporter</subject><subject>Social and Behavioral Sciences</subject><subject>Sound</subject><subject>Sound effects</subject><subject>Speaking</subject><subject>Speech</subject><subject>Speech Perception</subject><subject>Studies</subject><subject>Transplants & implants</subject><subject>Treatment 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sounds recognition in children with cochlear implants</title><author>Liu, Shu-Yu ; Liu, Tien-Chen ; Teng, Ya-Ling ; Lee, Li-Ang ; Lai, Te-Jen ; Wu, Che-Ming</author></sort><facets><frbrtype>5</frbrtype><frbrgroupid>cdi_FETCH-LOGICAL-c692t-5aa29c1c643555c24362cc04b2be12a76e7e35485571b8bdaff3920b0c95efde3</frbrgroupid><rsrctype>articles</rsrctype><prefilter>articles</prefilter><language>eng</language><creationdate>2013</creationdate><topic>Acoustics</topic><topic>Adults</topic><topic>Age</topic><topic>Auditory perception</topic><topic>Auditory stimuli</topic><topic>Background noise</topic><topic>Biology</topic><topic>Brain</topic><topic>Child</topic><topic>Child, Preschool</topic><topic>Children</topic><topic>Cochlea</topic><topic>Cochlear Implants</topic><topic>Correlation</topic><topic>Deafness</topic><topic>Deafness - physiopathology</topic><topic>Deafness - surgery</topic><topic>Dental materials</topic><topic>Environmental performance</topic><topic>Female</topic><topic>Hearing</topic><topic>Humans</topic><topic>Implantation</topic><topic>Implants</topic><topic>Male</topic><topic>Medicine</topic><topic>Otolaryngology</topic><topic>Pediatrics</topic><topic>Perception</topic><topic>Perceptions</topic><topic>Preschool children</topic><topic>Recognition</topic><topic>Serotonin transporter</topic><topic>Social and Behavioral Sciences</topic><topic>Sound</topic><topic>Sound effects</topic><topic>Speaking</topic><topic>Speech</topic><topic>Speech Perception</topic><topic>Studies</topic><topic>Transplants & implants</topic><topic>Treatment Outcome</topic><toplevel>peer_reviewed</toplevel><toplevel>online_resources</toplevel><creatorcontrib>Liu, Shu-Yu</creatorcontrib><creatorcontrib>Liu, Tien-Chen</creatorcontrib><creatorcontrib>Teng, Ya-Ling</creatorcontrib><creatorcontrib>Lee, Li-Ang</creatorcontrib><creatorcontrib>Lai, Te-Jen</creatorcontrib><creatorcontrib>Wu, 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recognition in children with cochlear implants</atitle><jtitle>PloS one</jtitle><addtitle>PLoS One</addtitle><date>2013-06-20</date><risdate>2013</risdate><volume>8</volume><issue>6</issue><spage>e66100</spage><epage>e66100</epage><pages>e66100-e66100</pages><issn>1932-6203</issn><eissn>1932-6203</eissn><abstract>The aims of this study were (1) to document the recognition performance of environmental sounds (ESs) in Mandarin-speaking children with cochlear implants (CIs) and to analyze the possible associated factors with the ESs recognition; (2) to examine the relationship between perception of ESs and receptive vocabulary level; and (3) to explore the acoustic factors relevant to perceptual outcomes of daily ESs in pediatric CI users. Forty-seven prelingually deafened children between ages 4 to 10 years participated in this study. They were divided into pre-school (group A: age 4-6) and school-age (group B: age 7 to 10) groups. Sound Effects Recognition Test (SERT) and the Chinese version of the revised Peabody Picture Vocabulary Test (PPVT-R) were used to assess the auditory perception ability. The average correct percentage of SERT was 61.2% in the preschool group and 72.3% in the older group. There was no significant difference between the two groups. The ESs recognition performance of children with CIs was poorer than that of their hearing peers (90% in average). No correlation existed between ESs recognition and receptive vocabulary comprehension. Two predictive factors: pre-implantation residual hearing and duration of CI usage were found to be associated with recognition performance of daily-encountered ESs. Acoustically, sounds with distinct temporal patterning were easier to identify for children with CIs. In conclusion, we have demonstrated that ESs recognition is not easy for children with CIs and a low correlation existed between linguistic sounds and ESs recognition in these subjects. Recognition ability of ESs in children with CIs can only be achieved by natural exposure to daily-encountered auditory stimuli if sounds other than speech stimuli were less emphasized in routine verbal/oral habilitation program. Therefore, task-specific measures other than speech materials can be helpful to capture the full profile of auditory perceptual progress after implantation.</abstract><cop>United States</cop><pub>Public Library of Science</pub><pmid>23840408</pmid><doi>10.1371/journal.pone.0066100</doi><oa>free_for_read</oa></addata></record> |
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| subjects | Acoustics Adults Age Auditory perception Auditory stimuli Background noise Biology Brain Child Child, Preschool Children Cochlea Cochlear Implants Correlation Deafness Deafness - physiopathology Deafness - surgery Dental materials Environmental performance Female Hearing Humans Implantation Implants Male Medicine Otolaryngology Pediatrics Perception Perceptions Preschool children Recognition Serotonin transporter Social and Behavioral Sciences Sound Sound effects Speaking Speech Speech Perception Studies Transplants & implants Treatment Outcome |
| title | Environmental sounds recognition in children with cochlear implants |
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