Open Access. Powered by Scholars. Published by Universities.®
- Institution
- Keyword
- Publication
- Publication Type
Articles 1 - 5 of 5
Full-Text Articles in Speech and Hearing Science
The Effect Of Early Cochlear Implantation On Oral Language: A Review Of The Literature, Nicole Supplee
The Effect Of Early Cochlear Implantation On Oral Language: A Review Of The Literature, Nicole Supplee
Honors Theses
Current research suggests that implantation of cochlear implants before 2 years of age significantly impacts oral language development, specifically in increased rate of oral language development. In addition, children who have been implanted early (between 12 months and two years) have been shown to obtain age-appropriate language skills, whereas children who have been implanted later (after 2 years of age), or not implanted at all, do not. Because of the documented benefits of early implantation, researchers have recently pushed to lower the current minimum age of implantation to below 12 months of age. Although research suggests improvements in language development …
Novel Word Learning Of Children With Hearing Impairment And Children With Typical Hearing, Matthew R. Clark
Novel Word Learning Of Children With Hearing Impairment And Children With Typical Hearing, Matthew R. Clark
Theses, Dissertations and Capstones
Children with hearing impairment may be at risk for reading difficulty due, in part, to delayed vocabulary development. However, advances in amplification technology, most notably cochlear implant technology, make it possible for children with profound hearing loss to acquire oral language. This study asked if novel word learning differed between children with typical hearing and those with severe to profound hearing loss who either wore hearing aids or had cochlear implants. Children learned nonsense words as names for Beanie Babies during a play scenario and were later asked to identify and name each Beanie Baby using its correct nonsense word …
Degree Of Vocal Handicap In Two Age Groups Of Individuals, Whitney N. Casey-Heatherman
Degree Of Vocal Handicap In Two Age Groups Of Individuals, Whitney N. Casey-Heatherman
Theses, Dissertations and Capstones
A healthy, functional voice is a critical aspect of daily life, allowing the expression of basic needs as well as interaction within an individual’s community. Unfortunately, for many adults the voice declines in later life. The purpose of this study was to investigate how normal vocal aging affects the quality of life of the elderly. Two hundred two adults without voice disorders from two age groups (30-50 and 65-85) completed the Voice Handicap Index. Results indicated that the older group felt a greater degree of vocal handicap than the younger age group [F (1,156) = 4.944, p = 0.028]. Implications …
A Model For Electrical Communication Between Cochlear Implants And The Brain, Douglas A. Miller
A Model For Electrical Communication Between Cochlear Implants And The Brain, Douglas A. Miller
Electronic Theses and Dissertations
In the last thirty years, cochlear implants have become an invaluable instrument in the treatment of severe-to-profound hearing impairment. An important aspect of research in the continued development of cochlear implants is the in vivo assessment of signal processing algorithms intended to improve perception of speech and other auditory signals. In trying to determine how closely cochlear implant recipients process sound relative to the processing done by a normal auditory system, various assessment techniques have been applied. The most common technique has been measurement of auditory evoked potentials (AEPs), which involves the recording of neural responses to auditory stimulation. Depending …
The Development Of A Universal Tangible Symbol System, Ellen Trief, Susan M. Bruce, Paul W. Cascella, Sarah Ivy
The Development Of A Universal Tangible Symbol System, Ellen Trief, Susan M. Bruce, Paul W. Cascella, Sarah Ivy
Paul Cascella
Tangible symbols are objects or partial objects with qualities, such as shape, texture, and consistency, that can be used to represent a person, place, object, activity, or concept. They can be handled and share a perceptual relationship with what they represent, known as the referent. This article presents a study on the development of a universal tangible symbol system. The purpose of this study was to identify a set of standardized tangible symbols from which educational teams could select the most appropriate symbols for the children they serve.