The Role of Statistical Learning in Understanding and Treating Spoken Language Outcomes in Deaf Children With Cochlear Implants

Deocampo, Joanne A.; Smith, Gretchen N. L.; Kronenberger, William G.; Pisoni, David B.; Conway, Christopher M.

doi:10.1044/2018_lshss-stlt1-17-0138

Cited by 24 publications

(15 citation statements)

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“…Moreover, the shorter the interval between the two implantations, the better the children’s language performance. Similarly, Guo et al (2015) found that at 1 year after implantation, children with bilateral CIs, but not children with unilateral CIs, demonstrate sensitivity to statistical characteristics of words comparable to that of children with NH during the early stages of lexical development (for a review on statistical learning abilities of CI users, see Deocampo et al 2018 ). There is also evidence suggesting that children who receive simultaneous bilateral implantation perform better than their unilaterally implanted peers do on measures of verbal reasoning ( Jacobs et al 2016 ).…”

Section: Benefits Of Bilateral Cochlear Implantationmentioning

confidence: 98%

Long-Term Language Development in Children With Early Simultaneous Bilateral Cochlear Implants

et al. 2020

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Objectives: This longitudinal study followed the language development of children who received the combination of early (5 to 18 months) and simultaneous bilateral cochlear implants (CIs) throughout the first 6 years after implantation. It examined the trajectories of their language development and identified factors associated with language outcomes. Design: Participants were 21 Norwegian children who received bilateral CIs between the ages of 5 and 18 mo and 21 children with normal hearing (NH) who were matched to the children with CIs on age, sex, and maternal education. The language skills of these two groups were compared at 10 time points (3, 6, 9, 12, 18, 24, 36, 48, 60, and 72 months after implantation) using parent reports and standardized measures of general language skills, vocabulary, and grammar. In addition, assessments were made of the effects of age at CI activation, speech recognition abilities, and mothers’ education on language outcomes 6 years after implantation. Results: During the first 4 years after implantation, the gap in general expressive and receptive language abilities between children with CIs and children with NH gradually closed. While at the initial five to six assessments (3 to 36 months after implantation), significant differences between children with CIs and children with NH were observed; at 4 years after implantation, there were no longer any significant group differences in general language skills and most children with CIs achieved scores within 1 SD of the tests’ normative means. From 2 to 3 years after implantation onward, expressive vocabulary and receptive grammar skills of children with CIs were similar to those of the reference group. However, from 4 years after implantation until the end of the observation period, 6 years after implantation, expressive grammar skills of children with CIs were lower than those of children with NH. In addition, a gap in receptive vocabulary appeared and grew increasingly larger from 4 to 6 years postimplantation. At the final assessment, the children with CIs had an average receptive vocabulary score around 1 SD below the normative mean. Regression analysis indicated that the children’s language outcomes at 6 years after implantation were related to their speech recognition skills, age at CI activation, and maternal education. Conclusions: In the first 4 years after implantation, the language performance of children with CIs became increasingly similar to that of their NH peers. However, between 4 and 6 years after implantation, there were indications of challenges with certain aspects of language, specifically receptive vocabulary and expressive grammar. Because these challenges first appeared after the 4-year assessment, the findings underline the importance of long-term language intervention to increase the chances of a continued language development comparable to that of NH peers. They also indicate that there is a need for com...

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Section: Benefits Of Bilateral Cochlear Implantationmentioning

confidence: 98%

Long-Term Language Development in Children With Early Simultaneous Bilateral Cochlear Implants

et al. 2020

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“…SL is defined as the ability to process or learn patterns of environmental stimuli such as spoken language, music, or one’s motor action, which unfolds in time and usually occur unconsciously. [ 12 13 14 ] It is assumed that early performance on SL tasks could be used for predicting language outcomes from a very young age. [ 15 ] SL is considered an important mechanism for the acquisition of spoken language in recent studies.…”

Section: Introductionmentioning

confidence: 99%

“…[ 15 ] SL is considered an important mechanism for the acquisition of spoken language in recent studies. [ 14 ] Moreover, studies on normal children (NC) have indicated that there is direct correlation between SL and language acquisition. [ 16 ] Visual sequence learning (VSL) (VSL is one of SL tasks, it is explained in detail in method section) in 6 months old as well as 8½ months old infants showed a relation between SL and vocabulary acquisition.…”

Section: Introductionmentioning

confidence: 99%

“…[ 6 13 17 ] Moreover, studies indicated not only SL is directly related to the acquisition of syntax[ 18 ] but also they reported relations between individual differences in visual SL and syntax acquisition. [ 16 ] Although SL studies conducted on different clinical populations such as autism spectrum disorder (ASD),[ 6 19 ] children with hearing impairment[ 14 20 ] and dyslexia,[ 21 ] most of them have been focused on DLD. These studies have shown the poor performance of children with DLD on SL tasks.…”

Section: Introductionmentioning

confidence: 99%

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Statistical learning in late talkers and normal peers

2020

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Background: Late talkers (LTs) are children under three with poor vocabularies and no developmental problems. Statistical learning (SL) is defined as processing or learning patterns of environmental stimuli, for example, spoken language, music, or motor, that will unfold in time. We hypothesize if some LTs outgrow as developmental language disorder, they might be identified using SL tasks at the onset. We aimed to find any correlation between language measures and SL outcomes in LTs and normal children (NC). Materials and Methods: Sixteen pairs of LTs and NCs were recruited using a convenient sampling method from day-care centers and speech therapy clinics of the Comprehensive Center for Child Development in Isfahan city, Iran. Visual sequences presented using Habit software version 2.2.4. Children’s eye movements to visual sequences were monitored, and their reaction times and the number of anticipatory looks were analyzed offline. The language measures were determined in the free-play context. Results: Results indicated no significant correlation between SL and language measures and no difference observed in SL between the groups ( P = 0.73). Conclusions: The results may refer to no overt correlation between SL and delayed overall linguistic measures along with inadequate samples, children’s fatigue, or insufficiency of the visual task in presenting SL.

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“…Research suggests that some of the language delays and variability in outcomes observed in DHH children could be due to individual differences in sequential processing (Anderson, 2014; Deocampo, Smith, Kronenberger, Pisoni, & Conway, 2018; Pisoni, Kronenberger, Chandramouli, & Conway, 2016; Uddén & Bahlmann, 2012). Sequential processing itself can refer to two types of skills.…”

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confidence: 99%

Visual sequential processing and language ability in children who are deaf or hard of hearing

et al. 2019

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This study investigated the role of sequential processing in spoken language outcomes for children who are deaf or hard of hearing (DHH) ages 5;3 – 11;4 by comparing them to children with typical hearing (TH), ages 6;3 – 9;7, on sequential learning and memory tasks involving easily nameable and difficult-to-name visual stimuli. Children who are DHH performed more poorly on easily nameable sequencing tasks, which positively predicted receptive vocabulary scores. Results suggest sequential learning and memory may underlie delayed language skills of many children who are DHH. Implications for language development in children who are DHH are discussed.

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The Role of Statistical Learning in Understanding and Treating Spoken Language Outcomes in Deaf Children With Cochlear Implants

Cited by 24 publications

References 115 publications

Long-Term Language Development in Children With Early Simultaneous Bilateral Cochlear Implants

Long-Term Language Development in Children With Early Simultaneous Bilateral Cochlear Implants

Statistical learning in late talkers and normal peers

Visual sequential processing and language ability in children who are deaf or hard of hearing

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