Word-learning performance of children with and without cochlear implants given synchronous and asynchronous cues. (3rd October 2017)

• Record Type: Journal Article
• Authors: Lund, Emily; Schuele, C. Melanie
• Is Part Of: Clinical linguistics & phonetics. Volume 31:Number 10(2017:Oct.)
• Page Start: 777
• Page End: 790
• Publication Date: 2017-10-03
• Subjects: Aural rehabilitation -- cochlear implants -- hearing loss -- vocabulary -- word learning; Language disorders -- Periodicals; Applied linguistics -- Periodicals; Phonetics -- Periodicals; 616.855
• DOI: 10.1080/02699206.2017.1320587
• Languages: English
• ISSNs: 0269-9206

Abstract

ABSTRACT: This study sought to evaluate the effects of synchronous and asynchronous auditory–visual cues on the word-learning performance of children with cochlear implants and children with normal hearing matched for chronological age. Children with cochlear implants (n = 9) who had worn the implant for less than one year and children matched for chronological age ( n = 9) participated in rapid word-learning trials. Children with cochlear implants did not learn words in either the synchronous or asynchronous condition (U = 49.5, p = .99; d = 0.05). Children with normal hearing learned more words in the synchronous rather than asynchronous condition (U = 78.5, p = .04; d = 0.95). These findings represent a first step toward determining how task-level factors influence the lexical outcomes of children with cochlear implants.