Pittman A L, Lewis D E, Hoover B M, Stelmachowicz P G
Boys Town National Research Hospital, Omaha, Nebraska, USA.
Ear Hear. 2005 Dec;26(6):619-29. doi: 10.1097/01.aud.0000189921.34322.68.
This study examined rapid word-learning in 5- to 14-year-old children with normal and impaired hearing. The effects of age and receptive vocabulary were examined as well as those of high-frequency amplification. Novel words were low-pass filtered at 4 kHz (typical of current amplification devices) and at 9 kHz. It was hypothesized that (1) the children with normal hearing would learn more words than the children with hearing loss, (2) word-learning would increase with age and receptive vocabulary for both groups, and (3) both groups would benefit from a broader frequency bandwidth.
Sixty children with normal hearing and 37 children with moderate sensorineural hearing losses participated in this study. Each child viewed a 4-minute animated slideshow containing 8 nonsense words created using the 24 English consonant phonemes (3 consonants per word). Each word was repeated 3 times. Half of the 8 words were low-pass filtered at 4 kHz and half were filtered at 9 kHz. After viewing the story twice, each child was asked to identify the words from among pictures in the slide show. Before testing, a measure of current receptive vocabulary was obtained using the Peabody Picture Vocabulary Test (PPVT-III).
The PPVT-III scores of the hearing-impaired children were consistently poorer than those of the normal-hearing children across the age range tested. A similar pattern of results was observed for word-learning in that the performance of the hearing-impaired children was significantly poorer than that of the normal-hearing children. Further analysis of the PPVT and word-learning scores suggested that although word-learning was reduced in the hearing-impaired children, their performance was consistent with their receptive vocabularies. Additionally, no correlation was found between overall performance and the age of identification, age of amplification, or years of amplification in the children with hearing loss. Results also revealed a small increase in performance for both groups in the extended bandwidth condition but the difference was not significant at the traditional p = 0.05 level.
The ability to learn words rapidly appears to be poorer in children with hearing loss over a wide range of ages. These results coincide with the consistently poorer receptive vocabularies for these children. Neither the word-learning or receptive-vocabulary measures were related to the amplification histories of these children. Finally, providing an extended high-frequency bandwidth did not significantly improve rapid word-learning for either group with these stimuli.
本研究考察了5至14岁听力正常及听力受损儿童的快速词汇学习情况。研究了年龄、接受性词汇量以及高频放大的影响。新单词在4千赫（当前放大设备的典型频率）和9千赫进行低通滤波。研究假设为：（1）听力正常的儿童比听力损失儿童学习的单词更多；（2）两组儿童的词汇学习都会随着年龄和接受性词汇量的增加而提高；（3）两组儿童都会从更宽的频率带宽中受益。
60名听力正常儿童和37名中度感音神经性听力损失儿童参与了本研究。每个儿童观看一个4分钟的动画幻灯片，其中包含8个由24个英语辅音音素构成的无意义单词（每个单词3个辅音）。每个单词重复3次。8个单词中的一半在4千赫进行低通滤波，另一半在9千赫进行滤波。在观看两次故事后，要求每个儿童从幻灯片中的图片中识别这些单词。在测试前，使用皮博迪图片词汇测试（PPVT - III）获得当前接受性词汇量的测量值。
在测试的年龄范围内，听力受损儿童的PPVT - III分数始终低于听力正常儿童。在词汇学习方面也观察到了类似的结果模式，即听力受损儿童的表现明显比听力正常儿童差。对PPVT和词汇学习分数的进一步分析表明，虽然听力受损儿童的词汇学习有所减少，但其表现与他们的接受性词汇量一致。此外，在听力损失儿童中，总体表现与识别年龄、放大年龄或放大年限之间未发现相关性。结果还显示，在扩展带宽条件下，两组儿童的表现都有小幅提高，但在传统的p = 0.05水平上差异不显著。
在广泛的年龄范围内，听力损失儿童快速学习单词的能力似乎较差。这些结果与这些儿童始终较差的接受性词汇量一致。词汇学习或接受性词汇量测量均与这些儿童的放大历史无关。最后，对于这两组使用这些刺激的儿童，提供扩展的高频带宽并没有显著改善快速词汇学习。
