Listening Preference for the Native Language Compared to an Unfamiliar Language in Hearing and Hearing-Impaired Infants After Cochlear Implantation

Kishon‐Rabin, Liat; Harel-Arbeli, Tami; Hildesheimer, Minka; Segal, Osnat

doi:10.1097/mao.0b013e3181f2f45d

Cited by 9 publications

(8 citation statements)

References 31 publications

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“…This outcome measure is used clinically to track the development of auditory skills in relation to changes in audibility, such as prior to and after implantation, and is sensitive to the auditory development of the infant (Bagatto, Moodie, Seewald, Bartlett, & Scollie, 2011;McConkey Robbins, Burton Koch, Osberger, Zimmerman-Phillips, & Kishon-Rabin, 2004). It is used routinely in early intervention programs, and it has been used in the previous studies of IDS preference in children with hearing impairment (Kishon-Rabin et al, 2010;Segal & Kishon-Rabin, 2011). The mean IT-MAIS score was 65.9 (SD = 19.3) for infants with hearing impairment (see Table 2).…”

Section: Methods Participantsmentioning

confidence: 99%

The Effect of Hearing Loss on the Perception of Infant- and Adult-Directed Speech

Robertson

Hapsburg

Hay

2013

J Speech Lang Hear Res

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Section: Methods Participantsmentioning

confidence: 99%

The Effect of Hearing Loss on the Perception of Infant- and Adult-Directed Speech

Robertson

Hapsburg

Hay

2013

J Speech Lang Hear Res

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“…For example, Segal and Kishon-Rabin (2011) found that infants (aged 14–33 months) with profound hearing loss who use cochlear implants (CI) preferred listening to IDS over both white noise and time reversed speech. In a separate study, Kishon-Rabin et al (2010) demonstrated that infants who use CIs can differentiate exemplars of IDS in their native language (Hebrew) from exemplars of IDS in a non-native language (English). Although both of the studies by Kishon-Rabin and colleagues (Kishon-Rabin et al 2010; Segal & Kishon-Rabin 2011) established that CIs provide infants with profound hearing loss access to IDS, their studies did not address whether these infants show perceptual preferences for IDS relative to ADS.…”

Section: Introductionmentioning

confidence: 94%

“…In a separate study, Kishon-Rabin et al (2010) demonstrated that infants who use CIs can differentiate exemplars of IDS in their native language (Hebrew) from exemplars of IDS in a non-native language (English). Although both of the studies by Kishon-Rabin and colleagues (Kishon-Rabin et al 2010; Segal & Kishon-Rabin 2011) established that CIs provide infants with profound hearing loss access to IDS, their studies did not address whether these infants show perceptual preferences for IDS relative to ADS. In a recent study Robertson, et al, (2013) examined listening preference for IDS over ADS in a group of infants with HI (8.9 to 32.2 months) whose hearing age ranged from 5.1 to 11.5 months.…”

Section: Introductionmentioning

confidence: 94%

The Effect of Hearing Loss on Novel Word Learning in Infant- and Adult-Directed Speech

2017

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Objectives Relatively little is known about how young children with hearing impairment (HI) learn novel words in infant- and adult- directed speech. Infant-directed speech (IDS) supports word learning in typically developing infants relative to adult-directed speech (ADS). This study examined how children with normal hearing (NH) and children with HI learn novel words in IDS and ADS. It was predicted that IDS would support novel word learning in both groups of children. In addition, children with HI were expected to be less proficient word learners as compared to their NH peers. Design A looking-while-listening paradigm was used to measure novel word learning in 16 children with sensorineural HI (age range 23.2–42.1 months) who wore either bilateral hearing aids (n = 10) or bilateral cochlear implants (n = 6) and 16 children with NH (age range 23.1–42.1 months) who were matched for gender, chronological age, and maternal education level. Two measures of word learning were assessed (accuracy and reaction time). Each child participated in two experiments approximately one week apart, one in IDS and one in ADS. Results Both groups successfully learned the novel words in both speech type conditions, as evidenced by children looking at the correct picture significantly above chance. As a group, children with NH outperformed children with HI in the novel word learning task, however there were no significant differences between performance on IDS vs ADS. More fine-grained time course analyses revealed that children with HI, and particularly children who use hearing aids, had more difficulty learning novel words in ADS, compared to children with NH. Conclusions The pattern of results observed in the children with HI suggests that they may need extended support from clinicians and caregivers, through the use of IDS, during novel word learning. Future research should continue to focus on understanding the factors (e.g., device type and use, age of intervention, audibility, acoustic characteristics of input, etc.) that may influence word learning in children with HI in both IDS and ADS.

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“…At least one recent behavioral study indicated that when testing infants with 1–2 months of initial CI use, infants that ranged between 4 and 10 months of age preferred their native language (Hebrew) compared with English (Kishon-Rabin et al, 2010). This timeline mirrors that seen for normal-hearing infants and corroborates the view that, with very early intervention, tuning may not be impacted (at least at the behavioral level).…”

Section: Sensory Deprivation (Deafness) In Infants and Childrenmentioning

confidence: 99%

Linking Behavioral and Neurophysiological Indicators of Perceptual Tuning to Language

Fava¹,

Hull²,

Bortfeld³

2011

Front. Psychology

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Little is known about the neural mechanisms that underlie tuning to the native language(s) in early infancy. Here we review language tuning through the lens of type and amount of language experience and introduce a new manner in which to conceptualize the phenomenon of language tuning: the relative speed of tuning hypothesis. This hypothesis has as its goal a characterization of the unique time course of the tuning process, given the different components (e.g., phonology, prosody, syntax, semantics) of one or more languages as they become available to infants, and biologically based maturational constraints. In this review, we first examine the established behavioral findings and integrate more recent neurophysiological data on neonatal development, which together demonstrate evidence of early language tuning given differential language exposure even in utero. Next, we examine traditional accounts of sensitive and critical periods to determine how these constructs complement current data on the neural mechanisms underlying language tuning. We then synthesize the extant infant behavioral and neurophysiological data on monolingual, bilingual, and sensory deprived tuning, thereby scrutinizing the effect of these three different language profiles on the specific timing, progression, and outcome of language tuning. Finally, we discuss future directions researchers might pursue to further understand this aspect of language development, advocating our relative speed of tuning hypothesis as a useful framework for conceptualizing the complex process by which language experience works together with biological constraints to shape language development.

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Listening Preference for the Native Language Compared to an Unfamiliar Language in Hearing and Hearing-Impaired Infants After Cochlear Implantation

Cited by 9 publications

References 31 publications

The Effect of Hearing Loss on the Perception of Infant- and Adult-Directed Speech

The Effect of Hearing Loss on the Perception of Infant- and Adult-Directed Speech

The Effect of Hearing Loss on Novel Word Learning in Infant- and Adult-Directed Speech

Linking Behavioral and Neurophysiological Indicators of Perceptual Tuning to Language

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