Effects of Elicitation Task Variables on Speech Production by Children with Cochlear Implants

Autor/inn/en	McCleary, Elizabeth A.; Ide-Helvie, Dana L.; Lotto, Andrew J.; Carney, Arlene Earley; Higgins, Maureen B.
Titel	Effects of Elicitation Task Variables on Speech Production by Children with Cochlear Implants
Quelle	In: Journal of Speech, Language, and Hearing Research, 50 (2007) 1, S.83-96 (14 Seiten) PDF als Volltext Verfügbarkeit
Sprache	englisch
Dokumenttyp	gedruckt; online; Zeitschriftenaufsatz
ISSN	1092-4388
Schlagwörter	Speech; Auditory Perception; Assistive Technology; Hearing Impairments; Sign Language; Speech Communication; Acoustics; Children; Early Adolescents; Language Acquisition + Suchen Sie Ihr Suchwort? Speaking; Sprechen; Auditive Wahrnehmung; Akustische Wahrnehmung; Akustik; Hearing impairment; Hörbehinderung; Gebärdensprache; Child; Kind; Kinder; Sprachaneignung; Spracherwerb
Abstract	Given the interest in comparing speech production development in children with normal hearing and hearing impairment, it is important to evaluate how variables within speech elicitation tasks can differentially affect the acoustics of speech production for these groups. In a first experiment, children (6-14 years old) with cochlear implants produced a set of monosyllabic words either in isolation or while simultaneously signing the word. Acoustical analyses indicated no change in word duration, voice onset time, intensity, or fundamental frequency between isolated and simultaneous signing conditions. In a second experiment, the same children verbally repeated words that were signed by a video model. The model either signed with inflection or without. Words repeated after inflected models were higher in fundamental frequency and intensity and were more intelligible. In addition, children with poorer speech perception skills sometimes produced the monosyllables as 2 syllables, but this only occurred for words that had multiple sign movements. The results have implications for the comparison of speech development between children with normal hearing and those with hearing impairment. (Author).
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Erfasst von	ERIC (Education Resources Information Center), Washington, DC
Update	2017/4/10