植入人工耳蜗儿童的语言感知:词汇困难、说话人变异性和单词长度的影响。

K I Kirk, M Hay-McCutcheon, S T Sehgal, R T Miyamoto
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引用次数: 36

摘要

目前的研究结果表明,所有三个因素——词汇难度、刺激变异性和单词长度——都显著影响了多通道人工耳蜗植入儿童的口语单词识别。词汇简单词的识别效果明显好于词汇难词,与说话者条件和单词长度无关。这些结果支持了Kirk等人(12)通过实时语音刺激呈现的早期发现,并表明词汇效应非常强大。尽管植入人工耳蜗的听者接收到的语音信号是退化的,但他们似乎在其他单词的背景下组织和获取记忆中的单词。目前关于说话人变异性的研究结果与文献中关于正常听力听者(7,11)和使用助听器的轻度至中度听力损失听者的研究结果相矛盾。(14)先前的研究者使用的说话人和单词列表与本研究中使用的不同,他们发现随着说话人变异性的增加,单词识别能力下降。在本研究中,多语条件下的单词识别优于单语条件。Kirk(15)对植入人工耳蜗的语后失聪成人进行了类似的结果测试,他们使用本研究中使用的记录单词表进行测试。虽然在初步研究中,这些说话者对听力正常的听众来说是一样的,但对植入人工耳蜗的儿童和成人来说,他们的听力就不一样了。看来,要么是单语组的人特别难以理解,要么是一些多语组的人特别容易理解。尽管说话者效应的方向出乎意料,但目前的研究结果表明,植入人工耳蜗的儿童对说话者之间的差异很敏感,说话者的特征影响了他们的口语识别。我们正在进行一项研究,评估这6位说话者对植入人工耳蜗的听众的可理解性。这样的研究应该有助于为植入人工耳蜗的听者开发同等的测试条件。在本研究中,儿童识别多音节单词比识别单音节单词有两个可能的原因。首先,他们可能会利用多音节单词中的语言冗余线索来帮助识别口语单词。其次,与单音节符号相比,多音节单词来自相对稀疏的词汇邻域。也就是说,与单音节刺激相比,多音节单词有更少的语音相似的单词或邻居来竞争选择。这些词汇特征很可能导致识别上的差异,这是单词长度的函数。这里提到的词汇量和单词长度的显著影响可能会提供有感官辅助的儿童口语单词识别的重要诊断信息。例如,能够做出相对细微的语音区分的儿童在识别词汇上容易和难的单词或单音节和多音节刺激方面应该只表现出很小的差异。相比之下,使用广泛的语音分类来处理语音的孩子应该会表现出更大的差异。也就是说,它们可能无法准确地编码一般的单词或特定的词汇难的单词。需要进一步的研究来确定口语单词识别与个体单词编码策略之间的相互作用。
本文章由计算机程序翻译,如有差异,请以英文原文为准。
Speech perception in children with cochlear implants: effects of lexical difficulty, talker variability, and word length.

The present results demonstrated that all 3 factors --lexical difficulty, stimulus variability, and word length--significantly influenced spoken word recognition by children with multichannel cochlear implants. Lexically easy words were recognized significantly better than lexically hard words, regardless of talker condition or word length of the stimuli. These results support the earlier findings of Kirk et al(12) obtained with live-voice stimulus presentation and suggest that lexical effects are very robust. Despite the fact that listeners with cochlear implants receive a degraded speech signal, it appears that they organize and access words from memory relationally in the context of other words. The present results concerning talker variability contradict those previously reported in the literature for listeners with normal hearing(7,11) and for listeners with mild-to-moderate hearing loss who use hearing aids.(14) The previous investigators used talkers and word lists different from those used in the current study and found that word recognition declined as talker variability increased. In the current study, word recognition was better in the multiple-talker condition than in the single-talker condition. Kirk(15) reported similar results for postlingually deafened adults with cochlear implants who were tested on the recorded word lists used in the present study. Although the talkers were equally intelligible to listeners with normal hearing in the pilot study, they were not equally intelligible to children or adults with cochlear implants. It appears that either the man in the single-talker condition was particularly difficult to understand or that some of the talkers in the multiple-talker condition were particularly easy to understand. Despite the unexpected direction of the talker effects, the present results demonstrate that children with cochlear implants are sensitive to differences among talkers and that talker characteristics influence their spoken word recognition. We are conducting a study to assess the intelligibility of each of the 6 talkers to listeners with cochlear implants. Such studies should aid the development of equivalent testing conditions for listeners with cochlear implants. There are 2 possible reasons the children in the present study identified multisyllabic words better than monosyllabic words. First, they may use the linguistic redundancy cues in multisyllabic words to aid in spoken word recognition. Second, multisyllabic words come from relatively sparse lexical neighborhoods compared with monosyllabic tokens. That is, multisyllabic words have fewer phonetically similar words, or neighbors, competing for selection than do monosyllabic stimuli. These lexical characteristics most likely contribute to the differences in identification noted as a function of word length. The significant lexical and word length effects noted here may yield important diagnostic information about spoken word recognition by children with sensory aids. For example, children who can make relatively fine phonetic distinctions should demonstrate only small differences in the recognition of lexically easy versus hard words or of monosyllabic versus multisyllabic stimuli. In contrast, children who process speech using broad phonetic categories should show much larger differences. That is, they may not be able to accurately encode words in general or lexically hard words specifically. Further study is warranted to determine the interaction between spoken word recognition and individual word encoding strategies.

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