Abstract
BackgroundCochlear hearing loss causes variations in the way that sounds are represented in the auditory system and for cochlear implant (Cl) users, pitch information that is transmitted to the central nervous system is not ideal. The aim of this study was to compare between pitch discrimination and its associated language development in normal children, children with cochlear implant and children with hearing aids to know which prostheses is more useful to the patient.Materials and methodsThe study measured pitch discrimination test, just noticeable difference test and language evaluation in 45 children divided into 3 groups.ResultsThis study suggested that CI had less pitch discrimination ability but better language development than HA.ConclusionsThe benefit that CI users get through better accessibility to high frequencies outweighs the deficit in pitch discrimination.
Highlights
Pitch is a main attribute of any auditory stimulus
It is a dynamic operation, and it has been shown that parts of the auditory system are capable of doing physiological alternations that coincide with perceptual changes
The aim of this study was to compare pitch discrimination and its associated language development in normal children, children with cochlear implant (CI) and children with hearing aids (HA) to know which prostheses is more useful to the hearing loss patient in their ability to perceive and discriminate pitch
Summary
The cochlea carries out a spectral analysis of the incoming sound and maps stimulus frequency onto place along the basilar membrane. These mapped frequencies are signaled to the brain via the auditory nerve. Speech perception is achieved by the extraction of independent characteristics which are merged over time by a synthesis operation into a phonetic or syllabic percept. It is a dynamic operation, and it has been shown that parts of the auditory system are capable of doing physiological alternations that coincide with perceptual changes. Materials and Methods The study measured pitch discrimination test, just noticeable difference test and language evaluation in 45 children divided into 3 groups
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