Normal Hearing Group Research Articles

Evaluation of Mandarin Chinese Speech Recognition in Adults with Cochlear Implants Using the Spectral Ripple Discrimination Test.

BackgroundThe aim of this study was to explore the value of the spectral ripple discrimination test in speech recognition evaluation among a deaf (post-lingual) Mandarin-speaking population in China following cochlear implantation.Material/MethodsThe study included 23 Mandarin-speaking adult subjects with normal hearing (normal-hearing group) and 17 deaf adults who were former Mandarin-speakers, with cochlear implants (cochlear implantation group). The normal-hearing subjects were divided into men (n=10) and women (n=13). The spectral ripple discrimination thresholds between the groups were compared. The correlation between spectral ripple discrimination thresholds and Mandarin speech recognition rates in the cochlear implantation group were studied.ResultsSpectral ripple discrimination thresholds did not correlate with age (r=−0.19; p=0.22), and there was no significant difference in spectral ripple discrimination thresholds between the male and female groups (p=0.654). Spectral ripple discrimination thresholds of deaf adults with cochlear implants were significantly correlated with monosyllabic recognition rates (r=0.84; p=0.000).ConclusionsIn a Mandarin Chinese speaking population, spectral ripple discrimination thresholds of normal-hearing individuals were unaffected by both gender and age. Spectral ripple discrimination thresholds were correlated with Mandarin monosyllabic recognition rates of Mandarin-speaking in post-lingual deaf adults with cochlear implants. The spectral ripple discrimination test is a promising method for speech recognition evaluation in adults following cochlear implantation in China.

Grammatical Abilities in Young Cochlear Implant Recipients and Children With Normal Hearing Matched by Vocabulary Size.

This study sought to expand understanding of the impact of cochlear implantation on grammatical acquisition by comparing young children who have vocabularies of comparable size. Two research questions were investigated: (a) Do young cochlear implant (CI) recipients have grammatical skills comparable to those of children with normal hearing (NH) matched by spoken vocabulary size? (b) Do these groups show associations between vocabulary size and grammatical measures? The participants included 13 CI recipients at 24 months postactivation (chronological ages = 33-60 months; M = 44.62) and 13 children with NH between 27 and 30 months old (M = 20.69). The 2 groups were matched by their vocabulary size. Four grammatical outcomes were analyzed from the MacArthur Communicative Development Inventory (Fenson, Marchman, Thal, Dale, & Reznick, 2007) and 20-min language samples: (a) grammatical complexity, (b) mean length of utterances, (c) tense marker total, and (d) productivity scores. The 2 groups showed comparable grammatical skills across the 4 measures. Consistently significant associations between vocabulary size and grammatical outcomes were found in the CI group, with fewer associations in the NH group. The 2 groups showed similar grammatical abilities. The young CI recipients appeared to be following a typical pattern of linguistic development.

Intelligibility of naturally produced and synthesized Mandarin speech by cochlear implant listeners.

Mandarin is a tonal language, and it is important to preserve lexical tone information in synthesized speech. With natural speech, Chinese cochlear implant (CI) users have difficulty perceiving voice pitch cues important for lexical tone perception; it is unclear whether this difficulty persists in Mandarin synthesized speech. In this study, intelligibility of naturally produced and synthesized Mandarin speech was measured in Chinese CI listeners; intelligibility was also measured in a control group of normal-hearing (NH) listeners. Five synthesized voices were selected to represent different talker genders (male, female, child), speaking rates (normal, slow), and speaking styles (emotional, accent). The data showed that while modern Mandarin text-to-speech (TTS) systems can provide perfect speech intelligibility for NH listeners, overall intelligibility was much poorer for CI than for NH listeners. CI performance was significantly poorer with synthesized speech than with natural speech (p < 0.001). CI listeners were highly sensitive to the "extra-atypical" synthesized emotional and accented speech. Performance with each of the synthesized speech types was significantly correlated with performance with natural speech in CI users (p < 0.01 in all cases). While modern TTS systems offer educational and communication benefits to CI users and hearing-impaired individuals, the selection of synthesized voices should be carefully considered in education applications of TTS for hearing-impaired individuals, especially CI children, since poor intelligibility performance may affect language learning.

An acoustic-articulatory study of the nasal finals in students with and without hearing loss

The central aim of this experiment was to compare the articulatory and acoustic characteristics of students with normal hearing (NH) and school aged children with hearing loss (HL), and to explore the articulatory-acoustic relations during the nasal finals. Fourteen HL and 10 control group were enrolled in this study, and the data of 4 HL students were removed because of their high pronunciation error rate. Data were collected using an electromagnetic articulography. The acoustic data and kinematics data of nasal finals were extracted by the phonetics and data processing software, and all data were analyzed by t test and correlation analysis. The paper shows that, the difference was statistically significant ( P<0.05 or P<0.01) in different vowels under the first two formant frequencies (F1, F2), the tongue position and the articulatory-acoustic relations between HL and NH group. The HL group's vertical movement data-F1 relations in /en/ and /eng/ are same as NH group. The conclusion of this study about participants with HL can provide support for speech healing training at increasing pronunciation accuracy in HL participants.

Influence of transducer types on bone conduction hearing thresholds.

ObjectiveDifferent types of bone conduction transducers with different physical and electro-acoustic properties are available for audiometric hearing threshold measurements. The reference equivalent threshold vibratory force levels (RETVFL) specified in ISO 389–3 are based on measurements conducted with the B71 and KH70 transducers but apply to all types of transducers available for bone conduction audiometry. The objective of this study was to compare bone conduction hearing thresholds measured by different transducers.DesignIn a prospective study the hearing thresholds were measured psychometrically between 125 Hz and 8000 Hz using the Radioear B71, B81 and Präcitronic KH70 transducers.Study sampleTwenty-one normal hearing participants and fifteen hearing impaired participants.ResultsIn both groups significant differences were found between the thresholds measured with the different transducers at the low frequencies 125 Hz and 250 Hz and the high frequencies 3000 Hz, 4000 Hz, 6000 Hz and 8000 Hz. In the normal hearing group, deviations from the reference threshold 0 dB HL towards lower thresholds were observed for the B71 and B81 at 125 Hz and at the high frequencies 3000 Hz, 4000 Hz, 6000 Hz and 8000 Hz.ConclusionsRETVFL-values should be reassessed and provided specifically for the different transducers.

Passive sentence comprehension difficulties and its related factors in children with cochlear implants

ObjectivesThe purposes of this study were to investigate which syntactic structures, from active and passive sentences, sensitively differentiate children with cochlear implants (CIs) from children with normal hearing (NH), to explore the correlations among working memory (WM) and other factors for each group, and to examine predictors of the active and passive sentence scores for both groups. MethodsTwenty deaf children with CIs and 20 children with NH, aged 8–14 years, were included in this study. Sentence comprehension skills were measured using the picture-pointing comprehension task, which consisted of active and passive sentences. The WM capacity was tested by the digit forward, digit backward, word forward, and word backward span tasks. ResultsPassive sentence type was a significant predictor to differentiate between the two groups (p < .05). In the CI group, passive sentence scores were significantly correlated with age, duration of an implant use, receptive vocabulary scores, and WM scores (all p values < .05). In the stepwise regression analysis, WM capacity was a significant factor in predicting the passive sentence scores of children with CIs (p < .05). ConclusionPassive sentence type was a significant factor in distinguishing the CI group from the NH group. The WM capacity was an important predictor accounting for individual differences in processing complex sentence types for children with CIs. The results indicate that a complex syntactic form may serve as a clinically critical index in detecting higher-level cognitive and linguistic processing difficulties in good performers after implantation.

Screening an elderly hearing impaired population for mild cognitive impairment using Mini-Mental State Examination (MMSE) and Montreal Cognitive Assessment (MoCA).

To determine if there is an association between hearing loss and poorer cognitive scores on Mini-Mental State Examination (MMSE) and Montreal Cognitive Assessment (MoCA) and to determine if poor hearing acuity affects scoring on the cognitive screening tests of MMSE and MoCA. One hundred fourteen elderly patients (Singapore residents) aged between 55 and 86years were sampled. Participants completed a brief history questionnaire, pure tone audiometry, and 2 cognitive screening tests-the MMSE and MoCA. Average hearing thresholds of the better ear in the frequencies of 0.5, 1, 2, and 4kHz were used for data analysis. Hearing loss was significantly associated with poorer cognitive scores in Poisson regression models adjusted for age. Mini-Mental State Examination scores were shown to decrease by 2.8% (P=.029), and MoCA scores by 3.5% (P=.013) for every 10dB of hearing loss. Analysis of hearing-sensitive components of "Registration" and "Recall" in MMSE and MoCA using chi-square tests showed significantly poorer performance in the hearing loss group as compared to the normal hearing group. Phonetic analysis of target words with high error rates shows that the poor performance was likely contributed by decreased hearing acuity, on top of a possible true deficit in cognition in the hearing impaired. Hearing loss is associated with poorer cognitive scores on MMSE and MoCA, and cognitive scoring is likely confounded by poor hearing ability. This highlights an important, often overlooked aspect of sensory impairment during cognitive screening. Provisions should be made when testing for cognition in the hearing-impaired population to avoid over-referral and subsequent misdiagnoses of cognitive impairment.

Auditory and language outcomes in children with unilateral hearing loss

ObjectivesChildren with unilateral hearing loss (UHL) are being diagnosed at younger ages because of newborn hearing screening. Historically, they have been considered at risk for difficulties in listening and language development. Little information is available on contemporary cohorts of children identified in the early months of life. We examined auditory and language acquisition outcomes in a contemporary cohort of early-identified children with UHL and compared their outcomes at preschool age with peers with mild bilateral loss and with normal hearing. DesignAs part of the Mild and Unilateral Hearing Loss in Children Study, we collected auditory and spoken language outcomes on children with unilateral, bilateral hearing loss and with normal hearing over a four-year period. This report provides a cross-sectional analysis of results at age 48 months. A total of 120 children (38 unilateral and 31 bilateral mild, 51 normal hearing) were enrolled in the study from 2010 to 2015. Children started the study at varying ages between 12 and 36 months of age and were followed until age 36–48 months. The median age of identification of hearing loss was 3.4 months (IQR: 2.0, 5.5) for unilateral and 3.6 months (IQR: 2.7, 5.9) for the mild bilateral group. Families completed an intake form at enrolment to provide baseline child and family-related characteristics. Data on amplification fitting and use were collected via parent questionnaires at each annual assessment interval. This study involved a range of auditory development and language measures. For this report, we focus on the end of follow-up results from two auditory development questionnaires and three standardized speech-language assessments. Assessments included in this report were completed at a median age of 47.8 months (IQR: 38.8, 48.5). Using ANOVA, we examined auditory and language outcomes in children with UHL and compared their scores to children with mild bilateral hearing loss and those with normal hearing. ResultsOn most measures, children with UHL performed poorer than those in the mild bilateral and normal hearing study groups. All children with hearing loss performed at lower levels compared to the normal hearing control group. However, mean standard scores for the normal hearing group in this study were above normative means for the language measures. In particular, children with UHL showed gaps compared to the normal hearing control group in functional auditory listening and in receptive and expressive language skills (three quarters of one standard deviation below) at age 48 months. Their performance in receptive vocabulary and speech production was not significantly different from that of their hearing peers. ConclusionsEven when identified in the first months of life, children with UHL show a tendency to lag behind their normal hearing peers in functional auditory listening and in receptive and expressive language development.

The similarities and differences of mandarin open-set word recognition between cochlear implant children and normal hearing children

Objective:To evaluate the ability of open-set word recognition in cochlear implant (CI) children,and compare the similarities and difference of open-set word recognition between CI children and normal hearing(NH) children.Method:This study included 485 children with CI and 162 children with NH, who completed the Mandarin lexical neighborhood test. The results for children at 1-8 years after receiving their CI were compared to those from the children with NH using analysis of variance.Result:There were significant differences in open-set word recognition between the CI and NH groups(P<0.05).For implantation before 2 years, there was no significant difference in recognition at the ages of 6-7 years,compared to 3-year-old children with NH, or at the age of 10 years, compared to 6-year-old children with NH(P>0.05).For implantation before 3 years, there was no significant difference in recognition at the ages of 8-9 years, compared to 3-year-old children with NH,or at the age of 10 years, compared to 6-year-old children with NH(P>0.05).For implantation after 3 years, there was a significant difference in recognition at the age of 13 years,compared to 3-year-old children with NH(P<0.05).Conclusion:Mandarin open-set word recognition increased with time after CI.Chinese children with CI had delayed but similar development of recognition, compared to normal children. Early CI can shorten the gap between children with CI and normal children.

Second-language learning in adolescents with cochlear implants

Speech signals delivered via cochlear implants (CIs) lack spectro-temporal details, yet, young-implanted children can develop good native language skills (L1). This study explores three research questions: 1. Can adolescents with CIs learn a second language (L2)? 2. Is there a difference in spoken (auditory-A) vs. written (visual-V) L2 skills? 3. Which perceptual and cognitive factors influence L2 learning? Two groups (L1 = Dutch, age 12—17 years), one with normal hearing (NH) and one with CIs, and both learning English (L2) at school, participated. L1 and L2 proficiency was measured in receptive vocabulary (A), comprehension (A, V), and general proficiency (V). Further, basic auditory functioning, in temporal (gap detection) and spectral (spectral ripple detection) resolution, and cognitive functioning, in IQ, working memory, and attention, were measured. Preliminary data (n = 7 per group) indicated comparable L1 proficiency between NH and CI groups. While some CI users showed L2 proficiency within the NH range, on average, L2 proficiency was lower for the CI group. This effect was more pronounced for auditory tests. Reduced temporal and spectral resolution, but no difference in cognitive tests, were observed in CI group compared to NH, emphasizing the importance of auditory factors in L2 learning.

Clinically recorded cortical auditory evoked potentials from paediatric cochlear implant users fitted with electrically elicited stapedius reflex thresholds

ObjectivesThis study aimed to objectively evaluate access to soft sounds (55 dB SPL) in paediatric CI users, all wearing MED-EL (Innsbruck, Austria) devices who were fitted with the objective electrically elicited stapedius reflex threshold (eSRT) fitting method, to track their cortical auditory evoked potential (CAEP) presence and latency, and to compare their CAEPs to those of normal-hearing peers. MethodsForty-five unilaterally implanted, pre-lingually deafened MED-EL CI users, aged 12–48 months, underwent CAEP testing in the clinic at regular monthly intervals post switch-on. CAEPs were recorded in response to short speech tokens /m/, /g/ and /t/ presented in the free field at 55 dB SPL. Twenty children with normal hearing (NH), similarly aged, underwent CAEP testing once. ResultsThe proportion of present CAEPs increased and CAEP P1 latencies reduced significantly with post-implantation duration. CAEPs were scored based on their presence and age-appropriate P1 latency. These CAEP scores increased significantly with post-implantation duration. CAEP scores were significantly worse for the /m/ speech token compared to the other two tokens. Compared to the NH group, CAEP scores were significantly smaller for all post-implantation test intervals. ConclusionsThis study provides clinicians with a first step towards typical ranges of CAEP presence, latency, and derived CAEP score over the first months of MED-EL CI use. CAEPs within these typical ranges could validate intervention whereas less than optimum CAEPs could prompt clinicians to seek solutions in a timely manner. CAEPs could clinically validate whether a CI provides adequate access to soft sounds. This approach could form an alternative to behavioural soft sound access verification.

Mainstream school readiness skills of a group of young cochlear implant users

ObjectivesThe aims of the study were to compare the mainstream school readiness skills of young cochlear implant (CI) users to that of a group of normal hearing (NH) children and assessed the inter-rater agreement between parents and teachers on school readiness skills of the CI children. MethodsA total of 11 parents and 8 teachers of the 6-year old CI children participated and rated the children using the School Readiness Scale to Year One. Data from 207 6-year old NH children from five states in Malaysia were also collected using the same scale which has nine domains. Results from the NH children were categorized into the 25th and 75th percentile scores to be the reference cut-offs for below average (below the 25th percentile), average (25th to 75th percentile) and above average (above 75th percentile). ResultsThe school readiness skills of the CI children were lower than the NH group as rated by teachers especially in the civic and language and communication domains. Comparisons between parents' and teachers' ratings for 8 CI children indicated that teachers tended to rate the CI children's school readiness poorer than that of parents especially in the academic domain. Intra-class correlation analysis revealed poor inter-rater agreement. ConclusionsThe results suggest that our CI children, generally, need an intervention ‘bridging’ program to improve their school readiness skills. Parents and teachers had different views on the readiness of the CI children at school entry level.

Behavioral Perception and Neural Correlates of Categorical Perception in Cochlear Implant Users

Background and Objectives Although many cochlear implant (CI) recipients receive significant benefits from using the implants, speech perception ability is still known to vary among CI users, and the variability is closely related to the ability of users to process temporal information. As one of the important temporal cues for speech perception in CI users, voice onset time (VOT) can be used to examine behavioral perception and neural correlates of temporal processing. In this study, we measured categorical perception and N1-P2 cortical auditory evoked potentials (CAEPs) using a /ba/-/pa/ VOT continuum in CI users as well as in normal-hearing (NH) listeners. Subjects and Method Ten CI subjects and 11 NH controls participated in syllable identification tasks and in electroencephalography recording. CI subjects were divided into two groups, which were ‘good’ and ‘poor’ performers based on their speech perception scores. The stimuli used in both experiments were a synthetic /ba/-/pa/ VOT continuum. The identification boundary and N1-P2 peak-to-peak amplitude were measured for each subject group. Results Behavioral results revealed that poor CI performers had a delayed identification boundary compared to NH listeners and good CI performers. However, N1-P2 peak-to-peak amplitudes in both good and poor CI performers were significantly smaller than those in NH group. Conclusion N1-P2 amplitudes reflected decreased auditory cortical activity of temporal cues in CI users. The categorical perception of good CI performers was similar to that of NH listeners, whereas their cortical responses were decreased to the level similar to that of poor CI performers. This finding indicates that CAEPs would be more sensitive to altered temporal processing of CI users than to behavioral measures. Key words: Categorical perception ㆍ Cochlear implant ㆍ N1-P2 cortical auditory evoked potentials ㆍ Temporal processing ㆍ Voice onset time

Perception of Musical Emotion in the Students with Cognitive and Acquired Hearing Loss.

Hearing loss can affect the perception of emotional reaction to the music. The present study investigated whether the students with congenital hearing loss exposed to the deaf culture, percept the same emotion from the music as students with acquired hearing loss. Participants were divided into two groups; 30 students with bilaterally congenital moderate to severe hearing loss that were selected from deaf schools located in Tehran, Iran and 30 students with an acquired hearing loss with the same degree of hearing loss selected from Amiralam Hospital, Tehran, Iran and compared with the group of 30 age and gender-matched normal hearing subjects served our control in 2012. The musical stimuli consisted of three different sequences of music, (sadness, happiness, and fear) each with the duration of 60 sec. The students were asked to point to the lists of words that best matched with their emotions. Emotional perception of sadness, happiness, and fear in congenital hearing loss children was significantly poorly than acquired hearing loss and normal hearing group (P<0.001). There was no significant difference in the emotional perception of sadness, happiness, and fear among the group of acquired hearing loss and normal hearing group (P=0.75), (P=1) and (P=0.16) respectively. Neural plasticity induced by hearing assistant devises may be affected by the time when a hearing aid was first fitted and how the auditory system responds to the reintroduction of certain sounds via amplification. Therefore, children who experienced auditory input of different sound patterns in their early childhood will show more perceptual flexibility in different situations than the children with congenital hearing loss and Deaf culture.

Spatial Release From Masking in 2-Year-Olds With Normal Hearing and With Bilateral Cochlear Implants.

This study evaluated spatial release from masking (SRM) in 2- to 3-year-old children who are deaf and were implanted with bilateral cochlear implants (BiCIs), and in age-matched normal-hearing (NH) toddlers. Here, we examined whether early activation of bilateral hearing has the potential to promote SRM that is similar to age-matched NH children. Listeners were 13 NH toddlers and 13 toddlers with BiCIs, ages 27 to 36 months. Speech reception thresholds (SRTs) were measured for target speech in front (0°) and for competitors that were either Colocated in front (0°) or Separated toward the right (+90°). SRM was computed as the difference between SRTs in the front versus in the asymmetrical condition. Results show that SRTs were higher in the BiCI than NH group in all conditions. Both groups had higher SRTs in the Colocated and Separated conditions compared with Quiet, indicating masking. SRM was significant only in the NH group. In the BiCI group, the group effect of SRM was not significant, likely limited by the small sample size; however, all but two children had SRM values within the NH range. This work shows that to some extent, the ability to use spatial cues for source segregation develops by age 2 to 3 in NH children and is attainable in most of the children in the BiCI group. There is potential for the paradigm used here to be used in clinical settings to evaluate outcomes of bilateral hearing in very young children.

Effect of Blood Group on Ultrahigh Frequency Auditory Sensitivity

Introduction Individuals with blood group O are reported to have reduced otoacoustic emissions (OAEs) compared with individuals with different blood groups. Objective The present study attempted to determine if the blood group has any effect on high-frequency auditory sensitivity using ultrahigh-frequency audiometry and ultrahigh-frequency distortion product otoacoustic emissions (DPOAEs). Methods High-frequency thresholds and high-frequency DPOAEs were measured in 60 individuals with normal hearing and different blood groups. Results The results of the study showed that there was a significant reduction in DPOAE amplitude for individuals with blood group O compared with individuals with other blood groups. However, there was no significant difference in ultrahigh-frequency thresholds across the blood groups. Conclusion This reduction in OAE amplitude may be attributed to a lower number of healthy outer hair cells in individuals with blood group O. Further studies on larger groups of individuals are essential for a better generalization of the results.

Validity of automated threshold audiometry in school aged children

BackgroundAutomated hearing tests have the potential to reduce the burden of disease amongst learners by introducing such services within the school context. MethodsThe aim of the study was to conduct a validation study on normal and hearing impaired learners, comparing air and bone conduction automated test results to conventional test results in 50 school aged learners (n = 100 ears) within a noise controlled school environment using a cross sectional comparative study design. The KuduWave 5000 (Emoyo.net) was used in this study. Data analysisThe spearman's correlation coefficient was calculated to determine test-retest reliability. The mean and standard deviation (SD) was measured for each frequency. The absolute mean difference (AMD) and SD was calculated for both air and bone conduction testing at each frequency for automated testing. A paired sampled t-test and a one way ANOVA was used to identify any significant differences. Alpha was set as 0.05. ResultsThere was significant correlation between thresholds obtained for automated test one and test two for normal hearing and hearing impaired group. The spearmans correlation coefficient was high (close to +1) for majority of the results for both groups across the frequency range. Both air and bone conduction testing across the frequency range of 250 Hz–2000 Hz and at 8000 Hz were not statistically signfiicant (p < .005) for both groups, however at 4000 Hz for bone conduction testing in the hearing impaired group, there was a statisticially signficant difference (p = .003). This was attirubted to the variaibilty in bone conduction test results often due to force and placement of the bone vibrator. ConclusionThe findings indicate that automated audiometry can yield relaible results that are comparable to conventional test results. Key clinical considerations include extending the response time, regular rest periods, improving instructions and comfort levels.

Koklear implantlı çocuklarda sesin artikülasyon özelliklerinin değerlendirilmesi

Objective: To investigate the effect of cochlear implantation on articulation by using voice- onset time (VOT). Methods: At the first phase of this study, a total of 25 children without hearing loss were examined. VOT values of Turkish plosive consonants of /p/, /b/, /t/, /d/, /k/, /g/ specific to this age group were estimated, and their standardization was achieved. To this end, Kay Elemetrics CSL 4400 software (Key Elemetrics Ltd, Lincoln Park, NJ, USA) was used. Referencing these VOT values, 40 children ages ranging between 4 and 11 years who underwent cochlear implantation in our clinic were divided into six groups based on the duration of cochlear implantation, and VOT values were determined in these groups. These groups were compared within themselves, and with healthy children. Results: VOT values of consonants increased as the duration of cochlear implantation increased and approached to those of the children with normal hearing, and at the end of four years of cochlear implant use, they caught up with those of the normal hearing group. Conclusion: Our results have shown that early stage implantation, and use of implant for an adequate time period have a favorable impact on articulation in other words on comprehensibility of speech. We thought that VOT can be use in the evaluation of the effect of cochlear implant on the development of speech.

Characteristics of Mandarin Open-set Word Recognition Development among Chinese Children with Cochlear Implants.

Background:Cochlear implants (CIs) can improve speech recognition for children with severe congenital hearing loss, and open-set word recognition is an important efficacy measure. This study examined Mandarin open-set word recognition development among Chinese children with CIs and normal hearing (NH).Methods:This study included 457 children with CIs and 131 children with NH, who completed the Mandarin lexical neighborhood test. The results for children at 1–8 years after receiving their CIs were compared to those from the children with NH using linear regression analysis and analysis of variance.Results:Recognition of disyllabic easy words, disyllabic hard words, monosyllabic easy words, and monosyllabic hard words increased with time after CI implantation. Scores for cases with implantation before 3 years old were significantly better than those for implantation after 3 years old. There were significant differences in open-set word recognition between the CI and NH groups. For implantation before 2 years, there was no significant difference in recognition at the ages of 6–7 years, compared to 3-year-old children with NH, or at the age of 10 years, compared to 6-year-old children with NH. For implantation before 3 years, there was no significant difference in recognition at the ages of 8–9 years, compared to 3-year-old children with NH, or at the age of 10 years, compared to 6-year-old children with NH. For implantation after 3 years, there was a significant difference in recognition at the age of 13 years, compared to 3-year-old children with NH.Conclusions:Mandarin open-set word recognition increased with time after CI implantation, and the age at implantation had a significant effect on long-term speech recognition. Chinese children with CIs had delayed but similar development of recognition, compared to normal children. Early CI implantation can shorten the gap between children with CIs and normal children.

Interpersonal Competence in College Students with Cochlear Implants: A Preliminary Study

Background and Objectives Although many studies have shown that cochlear implantation promotes restoration of adequate hearing and verbal ability, there is little research showing whether patients with cochlear implants (CI) adapted well to the society by forming a good interpersonal relationship. The purpose of this study was to investigate the interpersonal competence of college students who acquired good verbal ability through CI. Subjects and Method Interpersonal competence was examined using the Korean version of interpersonal competence questionnaire. Participants were 23 college students with CI who had good verbal communication abilities. Their interpersonal competence was compared to that of 28 college students with normal hearing (NH). To identify the factors contributing to the interpersonal competence, regression analysis was performed using speech perception, vocabulary and speech intelligibility as independent variables. Results College students with CI showed significantly weaker interpersonal competence than those with NH. Among 5 sub-factors of interpersonal competence, assertion and conflict management were not significantly different between two groups and initiation, caring others, and appropriate disclosure of CI group were significantly weaker than NH group. But college students with CI who had normal vocabulary and Speech Intelligibility Ratings score of 5 showed good interpersonal competence, which was comparable to those with NH. Conclusion College students with CI who acquired good verbal communication ability demonstrates lower interpersonal competence than those with NH. Therefore, it is necessary to support them to improve interpersonal competence as well as speech-language ability. Key words: Cochlear implants ㆍ Interpersonal competence ㆍ Language ㆍ Speech Intelligibility