TY - JOUR
T1 - Time-gated word recognition in children
T2 - Effects of auditory access, age, and semantic context
AU - Walker, Elizabeth A.
AU - Kessler, David
AU - Klein, Kelsey
AU - Spratford, Meredith
AU - Oleson, Jacob J.
AU - Welhaven, Anne
AU - McCreery, Ryan W.
N1 - Funding Information:
This research was supported by the National Institute on Deafness and Other Communication Disorders Grants R01DC009560 (co-principal investigators: J. Bruce Tomblin andMary Pat Moeller) and R01DC013591 (principal investigator: Ryan W. McCreery). The authors had full editorial control of this work and article. The content of this project is solely the responsibility of the authors and does not necessarily represent the official views of the National Institute on Deafness and Other Communication Disorders or the National Institutes of Health. Several people provided support, assistance, and feedback at various points in the project, including Mary Pat Moeller, J. Bruce Tomblin, Wendy Fick, Marlea O?Brien, Margaret Dallapiazza, and Madeline Narducci. Special thanks go to the examiners at the University of Iowa and Boys Town National Research Hospital, as well as the families and children who participated in the research.
Funding Information:
This research was supported by the National Institute on Deafness and Other Communication Disorders Grants R01DC009560 (co-principal investigators: J. Bruce Tomblin and Mary Pat Moeller) and R01DC013591 (principal investigator: Ryan W. McCreery). The authors had full editorial control of this work and article. The content of this project is solely the responsibility of the authors and does not necessarily represent the official views of the National Institute on Deafness and Other Communication Disorders or the National Institutes of Health. Several people provided support, assistance, and feedback at various points in the project, including Mary Pat Moeller, J. Bruce Tomblin, Wendy Fick, Marlea O’Brien, Margaret Dallapiazza, and Madeline Narducci. Special thanks go to the examiners at the University of Iowa and Boys Town National Research Hospital, as well as the families and children who participated in the research.
Publisher Copyright:
© 2019 American Speech-Language-Hearing Association.
PY - 2019/7
Y1 - 2019/7
N2 - Purpose: We employed a time-gated word recognition task to investigate how children who are hard of hearing (CHH) and children with normal hearing (CNH) combine cognitive– linguistic abilities and acoustic–phonetic cues to recognize words in sentence-final position. Method: The current study included 40 CHH and 30 CNH in 1st or 3rd grade. Participants completed vocabulary and working memory tests and a time-gated word recognition task consisting of 14 high- and 14 low-predictability sentences. A time-to-event model was used to evaluate the effect of the independent variables (age, hearing status, predictability) on word recognition. Mediation models were used to examine the associations between the independent variables (vocabulary size and working memory), aided audibility, and word recognition. Results: Gated words were identified significantly earlier for high-predictability than low-predictability sentences. Firstgrade CHH and CNH showed no significant difference in performance. Third-grade CHH needed more information than CNH to identify final words. Aided audibility was associated with word recognition. This association was fully mediated by vocabulary size but not working memory. Conclusions: Both CHH and CNH benefited from the addition of semantic context. Interventions that focus on consistent aided audibility and vocabulary may enhance children’s ability to fill in gaps in incoming messages.
AB - Purpose: We employed a time-gated word recognition task to investigate how children who are hard of hearing (CHH) and children with normal hearing (CNH) combine cognitive– linguistic abilities and acoustic–phonetic cues to recognize words in sentence-final position. Method: The current study included 40 CHH and 30 CNH in 1st or 3rd grade. Participants completed vocabulary and working memory tests and a time-gated word recognition task consisting of 14 high- and 14 low-predictability sentences. A time-to-event model was used to evaluate the effect of the independent variables (age, hearing status, predictability) on word recognition. Mediation models were used to examine the associations between the independent variables (vocabulary size and working memory), aided audibility, and word recognition. Results: Gated words were identified significantly earlier for high-predictability than low-predictability sentences. Firstgrade CHH and CNH showed no significant difference in performance. Third-grade CHH needed more information than CNH to identify final words. Aided audibility was associated with word recognition. This association was fully mediated by vocabulary size but not working memory. Conclusions: Both CHH and CNH benefited from the addition of semantic context. Interventions that focus on consistent aided audibility and vocabulary may enhance children’s ability to fill in gaps in incoming messages.
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U2 - 10.1044/2019_JSLHR-H-18-0407
DO - 10.1044/2019_JSLHR-H-18-0407
M3 - Article
C2 - 31194921
AN - SCOPUS:85069948335
VL - 62
SP - 2519
EP - 2534
JO - Journal of Speech and Hearing Disorders
JF - Journal of Speech and Hearing Disorders
SN - 1092-4388
IS - 7
ER -