Paatsch Louise E, Blamey Peter J, Sarant Julia Z, Martin Lois F A, Bow Catherine P
The University of Melbourne, Melbourne, Australia.
J Speech Lang Hear Res. 2004 Aug;47(4):738-50. doi: 10.1044/1092-4388(2004/056).
Open-set word and sentence speech-perception test scores are commonly used as a measure of hearing abilities in children and adults using cochlear implants and/or hearing aids. These tests are usually presented auditorily with a verbal response. In the case of children, scores are typically lower and more variable than for adults with hearing impairments using similar devices. It is difficult to interpret children's speech-perception scores without considering the effects of lexical knowledge and speech-production abilities on their responses. This study postulated a simple mathematical model to describe the effects of hearing, lexical knowledge, and speech production on the perception test scores for monosyllabic words by children with impaired hearing. Thirty-three primary-school children with impaired hearing, fitted with hearing aids and/or cochlear implants, were evaluated using speech-perception, reading-aloud, speech-production, and language measures. These various measures were incorporated in the mathematical model, which revealed that performance in an open-set word-perception test in the auditory-alone mode is strongly dependent on residual hearing levels, lexical knowledge, and speech-production abilities. Further applications of the model provided an estimate of the effect of each component on the overall speech-perception score for each child.
开放式单词和句子言语感知测试分数通常被用作衡量使用人工耳蜗和/或助听器的儿童和成人听力能力的指标。这些测试通常通过听觉呈现并要求口头作答。对于儿童而言，与使用类似设备的听力受损成人相比，其分数通常更低且更具变异性。如果不考虑词汇知识和言语产出能力对儿童反应的影响，就很难解读他们的言语感知分数。本研究提出了一个简单的数学模型，以描述听力、词汇知识和言语产出对听力受损儿童单音节词感知测试分数的影响。对33名佩戴助听器和/或人工耳蜗的听力受损小学生进行了言语感知、朗读、言语产出和语言测量评估。这些不同的测量指标被纳入数学模型，该模型显示，在仅听觉模式下的开放式单词感知测试中的表现强烈依赖于残余听力水平、词汇知识和言语产出能力。该模型的进一步应用提供了每个组成部分对每个儿童总体言语感知分数影响的估计。
