Houston Derek M, Bergeson Tonya R
Department of Otolaryngology - Head & Neck Surgery, Indiana University School of Medicine.
Lingua. 2014 Jan 1;139:10-25. doi: 10.1016/j.lingua.2013.08.001.
The advent of cochlear implantation has provided thousands of deaf infants and children access to speech and the opportunity to learn spoken language. Whether or not deaf infants successfully learn spoken language after implantation may depend in part on the extent to which they listen to speech rather than just hear it. We explore this question by examining the role that attention to speech plays in early language development according to a prominent model of infant speech perception - Jusczyk's WRAPSA model - and by reviewing the kinds of speech input that maintains normal-hearing infants' attention. We then review recent findings suggesting that cochlear-implanted infants' attention to speech is reduced compared to normal-hearing infants and that speech input to these infants differs from input to infants with normal hearing. Finally, we discuss possible roles attention to speech may play on deaf children's language acquisition after cochlear implantation in light of these findings and predictions from Jusczyk's WRAPSA model.
人工耳蜗植入技术的出现，让成千上万的失聪婴幼儿有了接触言语的机会，也获得了学习口语的契机。植入人工耳蜗后，失聪婴幼儿能否成功学会口语，部分可能取决于他们倾听言语而非仅仅听到声音的程度。我们通过依据婴儿言语感知的一个著名模型——朱斯齐克的WRAPSA模型，来考察对言语的注意力在早期语言发展中所起的作用，并回顾能保持正常听力婴幼儿注意力的言语输入类型，从而探究这个问题。接着，我们回顾最近的研究结果，这些结果表明，与正常听力的婴幼儿相比，植入人工耳蜗的婴幼儿对言语的注意力有所降低，而且输入给这些婴幼儿的言语与输入给正常听力婴幼儿的言语有所不同。最后，鉴于这些研究结果以及朱斯齐克的WRAPSA模型的预测，我们讨论对言语的注意力在人工耳蜗植入后失聪儿童语言习得中可能发挥的作用。
