Whereas speaker gender ratings by listeners with normal hearing relied on combined VTL and F0 cues, CI recipients made only limited use of VTL cues, which might be one reason behind problems with identifying the speaker on the basis of voice. However, use of the voice cues depended on stimulus type, with the greater information in sentences allowing a more detailed analysis than single words in both listener groups.

Socially inclusive science communication has to take place where people spend most of their time — within their communities. The concept of knowledge◦ rooms uses empty shops in socially disadvantaged urban areas for offering low-threshold, interactive science center activities. The commentary carves out essential features that contributed to the success of the pilot project. Most importantly, the knowledge◦ rooms had to be welcoming and comfortable for visitors of various backgrounds. The spaces were easy to access, the initiators were seen as trustworthy actors by temporarily becoming part of the community and the offer was respectful of the time and knowledge of its users.

Real-world verbal communication abilities of children with CIs are similar to those of children with moderate-to-severe hearing loss using amplification. Because hearing age significantly influences performance, children with moderate-to-severe hearing loss using HAs and implanted children catch up with children with mild hearing loss at a hearing age of approximately 3 years.

All children with AS/AN and SNHL benefit to a similar extent from CI. The preoperatively assessed CAP/SP ratio has a prognostic value for the development of auditory behavior following CI.

No abstract