A picture identification test for hearing-impaired children.
01 Mar 1970-Journal of Speech Language and Hearing Research (American Speech-Language-Hearing Association)-Vol. 13, Iss: 1, pp 44-53
TL;DR: A picture identification test for measuring speech discrimination ability in hearing-impaired children was developed and appears to be a potentially valuable clinical tool in pediatric audiology.
Abstract: A picture identification test for measuring speech discrimination ability in hearing-impaired children was developed in two phases. In the first phase the word stimuli were evaluated to determine whether they were within the recognition vocabulary of the children and whether the pictorial representations of the words were adequate. Before the second phase, the test was revised to consist of 25 plates with 6 pictures on each plate, with only 4 of the pictures on each plate used as test stimuli. These 4 lists were given to 61 hearing-impaired children on two separate occasions. The results indicate reliability coefficients in excess of 0.87 for all four lists, with mean differences of less than 3% and correlation coefficients between lists greater than 0.84. The test appears to be a potentially valuable clinical tool in pediatric audiology. We call it the Word Intelligibility by Picture Identification test (WIPI).
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TL;DR: The results suggest that perhaps as much as 20% of the currently unexplained variance in spoken word recognition scores may be independently accounted for by individual differences in cognitive factors related to the speed and efficiency with which phonological and lexical representations of spoken words are maintained in and retrieved from working memory.
Abstract: Large individual differences in spoken word recognition performance have been found in deaf children after cochlear implantation. Recently, Pisoni and Geers (2000) reported that simple forward digit span measures of verbal working memory were significantly correlated with spoken word recognition scores even after potentially confounding variables were statistically controlled for. The present study replicates and extends these initial findings to the full set of 176 participants in the CID cochlear implant study. The pooled data indicate that despite statistical "partialling-out" of differences in chronological age, communication mode, duration of deafness, duration of device use, age at onset of deafness, number of active electrodes, and speech feature discrimination, significant correlations still remain between digit span and several measures of spoken word recognition. Strong correlations were also observed between speaking rate and both forward and backward digit span, a result that is similar to previously reported findings in normal-hearing adults and children. The results suggest that perhaps as much as 20% of the currently unexplained variance in spoken word recognition scores may be independently accounted for by individual differences in cognitive factors related to the speed and efficiency with which phonological and lexical representations of spoken words are maintained in and retrieved from working memory. A smaller percentage, perhaps about 7% of the currently unexplained variance in spoken word recognition scores, may be accounted for in terms of working memory capacity. We discuss how these relationships may arise and their contribution to subsequent speech and language development in prelingually deaf children who use cochlear implants.
331 citations
Cites background from "A picture identification test for h..."
...The WIPI (Word Intelligibility by Picture Identification Test) is a closed-set test of auditory word recognition in which the child selects a word from among six alternative pictures (Ross & Lerman, 1979)....
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TL;DR: The results indicate that +15 dB signal-to-noise ratio is not adequate for the youngest children, and estimates of the fraction of students experiencing near-ideal acoustical conditions were made.
Abstract: This is the second of two papers describing the results of acoustical measurements and speech intelligibility tests in elementary school classrooms. The intelligibility tests were performed in 41 classrooms in 12 different schools evenly divided among grades 1, 3, and 6 students (nominally 6, 8, and 11 year olds). Speech intelligibility tests were carried out on classes of students seated at their own desks in their regular classrooms. Mean intelligibility scores were significantly related to signal-to-noise ratios and to the grade of the students. While the results are different than those from some previous laboratory studies that included less realistic conditions, they agree with previous in-classroom experiments. The results indicate that +15 dB signal-to-noise ratio is not adequate for the youngest children. By combining the speech intelligibility test results with measurements of speech and noise levels during actual teaching situations, estimates of the fraction of students experiencing near-ideal acoustical conditions were made. The results are used as a basis for estimating ideal acoustical criteria for elementary school classrooms.
197 citations
01 Sep 2008
TL;DR: Recent findings are summarized that suggest several promising new directions for understanding and explaining variability in outcome and benefit after implantation that have implications for the design of new cochlear implants as well as the development of radically new approaches to intervention, training and habilitation following implantation.
Abstract: A large body of clinical research over the last decade demonstrates that cochlear implants work and provide significant speech and language benefits to profoundly deaf adults and prelingually deaf children. The most challenging research problem today is that cochlear implants do not work equally well for everyone who has a profound hearing loss and cochlear implants frequently do not provide much benefit at all under highly degraded listening conditions. Some individuals do extremely well on traditional audiologic outcome measures with their cochlear implants when tested under benign listening conditions in the clinic and research laboratory while others have much more difficulty. However, all patients with cochlear implants uniformly have difficulty in a number of challenging perceptual domains such as: listening in noise, talking on the telephone, localizing sounds, recognizing familiar voices and different dialects, identifying environmental sounds and listening to music. The enormous variability in outcome and benefit following implantation is not surprising because none of the current generation of cochlear implants successfully restores normal hearing or supports robust speech perception and spoken language processing across all of these difficult and highly variable listening conditions. The traditional outcome measures of audiologic benefit were never designed to assess, understand or explain individual differences in speech perception and spoken language processing. In this chapter, we summarize recent findings that suggest several promising new directions for understanding and explaining variability in outcome and benefit after implantation. These results have implications for the design of new cochlear implants as well as the development of radically new approaches to intervention, training and habilitation following implantation.
189 citations
TL;DR: In this clinical population the absence of early auditory experience and phonological processing activities before implantation appears to produce measurable effects on the working memory processes that rely on verbal rehearsal and serial scanning of phonological information in short-term memory.
186 citations
TL;DR: New measurements of the intelligibility of speech in conditions representative of elementary school classrooms found that for conditions of constant signal-to-noise ratio, intelligibility scores increased with decreasing reverberation time, but for conditions including realistic increases in speech level with varied reverberationTime, intelligible scores were near maximum for a range of reverberation times.
Abstract: This paper reports new measurements of the intelligibility of speech in conditions representative of elementary school classrooms. The speech test material was binaurally recorded in simulated classroom conditions and played back to subjects over headphones. Subjects included grade 1, 3, and 6 students (6, 8, and 11 year olds) as well as adults. Recognizing that reverberation time is not a complete descriptor of room acoustics conditions, simulated conditions included realistic early-to-late arriving sound ratios as well as varied reverberation time. For conditions of constant signal-to-noise ratio, intelligibility scores increased with decreasing reverberation time. However, for conditions including realistic increases in speech level with varied reverberation time for constant noise level, intelligibility scores were near maximum for a range of reverberation times. Young children's intelligibility scores benefited from added early reflections of speech sounds similar to adult listeners. The effect of varied reverberation time on the intelligibility of speech for young children was much less than the effect of varied signal-to-noise ratio. The results can be used to help to determine ideal conditions for speech communication in classrooms for younger listeners.
152 citations
Cites background from "A picture identification test for h..."
...It includes 4 lists of 25 phonetically balanced simple nouns [16, 17]....
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