Quittner Alexandra L, Cejas Ivette, Wang Nae-Yuh, Niparko John K, Barker David H
Department of Psychology, University of Miami, Coral Gables, FL, United States of America.
Department of Otolaryngology, University of Miami Miller School of Medicine, Barton G. Kids Hear Now Cochlear Implant Family Resource Center, Miami, FL, United States of America.
PLoS One. 2016 May 26;11(5):e0155964. doi: 10.1371/journal.pone.0155964. eCollection 2016.
In the largest, longitudinal study of young, deaf children before and three years after cochlear implantation, we compared symbolic play and novel noun learning to age-matched hearing peers. Participants were 180 children from six cochlear implant centers and 96 hearing children. Symbolic play was measured during five minutes of videotaped, structured solitary play. Play was coded as "symbolic" if the child used substitution (e.g., a wooden block as a bed). Novel noun learning was measured in 10 trials using a novel object and a distractor. Cochlear implant vs. normal hearing children were delayed in their use of symbolic play, however, those implanted before vs. after age two performed significantly better. Children with cochlear implants were also delayed in novel noun learning (median delay 1.54 years), with minimal evidence of catch-up growth. Quality of parent-child interactions was positively related to performance on the novel noun learning, but not symbolic play task. Early implantation was beneficial for both achievement of symbolic play and novel noun learning. Further, maternal sensitivity and linguistic stimulation by parents positively affected noun learning skills, although children with cochlear implants still lagged in comparison to hearing peers.
在针对幼儿人工耳蜗植入术前及术后三年的规模最大的纵向研究中，我们将有符号性游戏和新名词学习情况与年龄匹配的听力正常的同龄人进行了比较。参与者包括来自六个人工耳蜗植入中心的180名儿童和96名听力正常的儿童。符号性游戏是在五分钟的录像结构化独自游戏期间进行测量的。如果儿童使用替代物（例如，用木块当作床），则该游戏被编码为“符号性”。新名词学习通过使用一个新物体和一个干扰物进行10次试验来测量。人工耳蜗植入儿童与听力正常儿童相比，在使用符号性游戏方面有所延迟，然而，两岁前植入与两岁后植入的儿童表现明显更好。人工耳蜗植入儿童在新名词学习方面也有所延迟（中位延迟1.54年），几乎没有追赶性生长的迹象。亲子互动质量与新名词学习表现呈正相关，但与符号性游戏任务无关。早期植入对符号性游戏和新名词学习的达成均有益处。此外，母亲的敏感性和父母的语言刺激对名词学习技能有积极影响，尽管人工耳蜗植入儿童与听力正常的同龄人相比仍有差距。
