Lund Emily
Davies School of Communication Sciences & Disorders, Texas Christian University, Fort Worth.
J Speech Lang Hear Res. 2018 Sep 19;61(9):2325-2336. doi: 10.1044/2018_JSLHR-L-17-0467.
This study investigates differences between preschool children with cochlear implants and age-matched children with normal hearing during an initial stage in word learning to evaluate whether they (a) match novel words to unfamiliar objects and (b) solicit information about unfamiliar objects during play.
Twelve preschool children with cochlear implants and 12 children with normal hearing matched for age completed 2 experimental tasks. In the 1st task, children were asked to point to a picture that matched either a known word or a novel word. In the 2nd task, children were presented with unfamiliar objects during play and were given the opportunity to ask questions about those objects.
In Task 1, children with cochlear implants paired novel words with unfamiliar pictures in fewer trials than children with normal hearing. In Task 2, children with cochlear implants were less likely to solicit information about new objects than children with normal hearing. Performance on the 1st task, but not the 2nd, significantly correlated with expressive vocabulary standard scores of children with cochlear implants.
This study provides preliminary evidence that children with cochlear implants approach mapping novel words to and soliciting information about unfamiliar objects differently than children with normal hearing.
本研究调查了植入人工耳蜗的学龄前儿童与年龄匹配的听力正常儿童在单词学习初始阶段的差异，以评估他们是否（a）将新单词与不熟悉的物体进行匹配，以及（b）在玩耍期间询问有关不熟悉物体的信息。
12名植入人工耳蜗的学龄前儿童和12名年龄匹配的听力正常儿童完成了2项实验任务。在第一项任务中，要求儿童指出与已知单词或新单词相匹配的图片。在第二项任务中，在玩耍期间向儿童展示不熟悉的物体，并让他们有机会询问有关这些物体的问题。
在任务1中，与听力正常的儿童相比，植入人工耳蜗的儿童在较少的试验次数中将新单词与不熟悉的图片进行配对。在任务2中，与听力正常的儿童相比，植入人工耳蜗的儿童不太可能询问有关新物体的信息。第一项任务的表现（而非第二项任务）与植入人工耳蜗儿童的表达性词汇标准分数显著相关。
本研究提供了初步证据，表明植入人工耳蜗的儿童在将新单词映射到不熟悉物体以及询问有关不熟悉物体的信息方面，与听力正常的儿童有所不同。
