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Speech recognition, working memory and conversation in children with cochlear implants

Ibertsson, Tina LU ; Hansson, Kristina LU ; Asker-Árnason, Lena LU and Sahlén, Birgitta LU (2009) In Deafness and Education International 11(3). p.132-151
Abstract (Swedish)
Abstract in Undetermined

This study examined the relationship between speech recognition, working memory and conversational skills in a group of 13 children/adolescents with cochlear implants (CIs) between 11 and 19 years of age. Conversational skills were assessed in a referential communication task where the participants interacted with a hearing peer of the same age and gender. The measures were the number of requests for clarification produced, time used to solve the task and the proportion of the different types of requests for clarification made by the participants with CIs. The results revealed that speech recognition correlated significantly with the general measures of conversational skills (time to solve the task... (More)
Abstract in Undetermined

This study examined the relationship between speech recognition, working memory and conversational skills in a group of 13 children/adolescents with cochlear implants (CIs) between 11 and 19 years of age. Conversational skills were assessed in a referential communication task where the participants interacted with a hearing peer of the same age and gender. The measures were the number of requests for clarification produced, time used to solve the task and the proportion of the different types of requests for clarification made by the participants with CIs. The results revealed that speech recognition correlated significantly with the general measures of conversational skills (time to solve the task and the total number of requests for clarification used). General working memory was associated with certain types of requests for clarification. The participants with better working memory capacity used more requests for confirmation of new information (i.e. made more suggestions of their own) and fewer requests for confirmation of already given information compared to the participants with poorer working memory. It thus seems as if both speech recognition and working memory contribute to conversational skills but in different ways. (Contains 1 figure and 2 tables.) (Less)
Please use this url to cite or link to this publication:
author
organization
publishing date
type
Contribution to journal
publication status
published
subject
keywords
Cochlear implants, hearing impairment, working memory, referential communication, request for clarification
in
Deafness and Education International
volume
11
issue
3
pages
132 - 151
publisher
Maney Publishing
external identifiers
  • Scopus:70349309195
ISSN
1557-069X
DOI
10.1002/dei.261
language
English
LU publication?
yes
id
dcf6acce-d458-4441-947f-de97a0a3bbfe (old id 1883101)
alternative location
http://onlinelibrary.wiley.com/doi/10.1002/dei.261/abstract?systemMessage=Wiley+Online+Library+will+be+disrupted+4+Feb+from+10-12+GMT+for+monthly+maintenance
date added to LUP
2012-01-31 08:20:29
date last changed
2016-10-13 04:29:15
@misc{dcf6acce-d458-4441-947f-de97a0a3bbfe,
  abstract     = {<b>Abstract in Undetermined</b><br/><br>
This study examined the relationship between speech recognition, working memory and conversational skills in a group of 13 children/adolescents with cochlear implants (CIs) between 11 and 19 years of age. Conversational skills were assessed in a referential communication task where the participants interacted with a hearing peer of the same age and gender. The measures were the number of requests for clarification produced, time used to solve the task and the proportion of the different types of requests for clarification made by the participants with CIs. The results revealed that speech recognition correlated significantly with the general measures of conversational skills (time to solve the task and the total number of requests for clarification used). General working memory was associated with certain types of requests for clarification. The participants with better working memory capacity used more requests for confirmation of new information (i.e. made more suggestions of their own) and fewer requests for confirmation of already given information compared to the participants with poorer working memory. It thus seems as if both speech recognition and working memory contribute to conversational skills but in different ways. (Contains 1 figure and 2 tables.)},
  author       = {Ibertsson, Tina and Hansson, Kristina and Asker-Árnason, Lena and Sahlén, Birgitta},
  issn         = {1557-069X},
  keyword      = {Cochlear implants,hearing impairment,working memory,referential communication,request for clarification},
  language     = {eng},
  number       = {3},
  pages        = {132--151},
  publisher    = {ARRAY(0xa18ca68)},
  series       = {Deafness and Education International},
  title        = {Speech recognition, working memory and conversation in children with cochlear implants},
  url          = {http://dx.doi.org/10.1002/dei.261},
  volume       = {11},
  year         = {2009},
}