The effects of cochlear implants on sequential time perception

IF 1.1 Q3 EDUCATION & EDUCATIONAL RESEARCH

Deafness & Education International Pub Date : 2021-03-29 DOI:10.1080/14643154.2021.1902644

S. Eden, Keren Leibovitz-Ganon

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引用次数: 1

Abstract

ABSTRACT The study aimed to improve sequential time perception among deaf and hard-of-hearing (DHH) children with and without cochlear implants (CIs) by administering an intervention programme using virtual-reality (VR) technology. The study included 55 children 7–10 years old who were divided into 3 groups: DHH children with CIs, DHH children without CIs, and a control group of typically-hearing children. Pre- and post- the intervention (8 weekly individual meetings), participants completed a sequential time measure. Results indicated that at pre-intervention, DHH children demonstrated less sequential time perception compared to typically-hearing children. Following the intervention, both research groups demonstrated significant improvement in sequential time perception. However, the improvement was much more significant in the group of children without CIs. Moreover, DHH children who received implants after the age of language acquisition (postlingually) showed a greater improvement in this measure compared to children who received implants prior to the age of language acquisition (prelingually).

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人工耳蜗植入对顺序时间知觉的影响

本研究旨在通过使用虚拟现实(VR)技术实施干预方案，改善耳蜗植入(CIs)和未植入(CIs)的聋哑和听力障碍(DHH)儿童的顺序时间感知。该研究包括55名7-10岁的儿童，分为3组:有CIs的DHH儿童，没有CIs的DHH儿童和一个正常听力儿童的对照组。在干预前后(8周单独会议)，参与者完成了一个连续的时间测量。结果表明，在干预前，DHH儿童比正常听力儿童表现出更少的顺序时间感知。干预后，两个研究小组在顺序时间感知方面都表现出显著的改善。然而，在没有ci的儿童组中，这种改善更为显著。此外，在语言习得年龄之后(语言习得后)接受植入的DHH儿童与在语言习得年龄之前(语言习得前)接受植入的儿童相比，在这项测量中表现出更大的改善。

本文章由计算机程序翻译，如有差异，请以英文原文为准。

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来源期刊

Deafness & Education International EDUCATION & EDUCATIONAL RESEARCH-

CiteScore

2.70

自引率

7.10%

发文量

期刊介绍： Deafness and Education International is a peer-reviewed journal published quarterly, in alliance with the British Association of Teachers of the Deaf (BATOD) and the Australian Association of Teachers of the Deaf (AATD). The journal provides a forum for teachers and other professionals involved with the education and development of deaf infants, children and young people, and readily welcomes relevant contributions from this area of expertise. Submissions may fall within the areas of linguistics, education, personal-social and cognitive developments of deaf children, spoken language, sign language, deaf culture and traditions, audiological issues, cochlear implants, educational technology, general child development.