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Passage comprehension performance in children with cochlear implants and/or hearing aids : the effects of voice quality and multi-talker babble noise in relation to executive function

Brännström, K. Jonas LU ; von Lochow, Heike LU ; Lyberg Åhlander, Viveka LU and Sahlén, Birgitta LU (2020) In Logopedics Phoniatrics Vocology 45(1). p.15-23
Abstract

Purpose: Speech signal degradation such as a voice disorder presented in quiet or in combination with multi-talker babble noise could affect listening comprehension in children with hearing impairment. This study aims to investigate the effects of voice quality and multi-talker babble noise on passage comprehension in children with using cochlear implants (CIs) and/or hearing aids (HAs). It also aims to examine what role executive functioning has for passage comprehension in listening conditions with degraded signals (voice quality and multi-talker babble noise) in children using CI/HA. Methods: Twenty-three children (10 boys and 13 girls; mean age 9 years) using CI and/or HA were tested for passage comprehension in four listening... (More)

Purpose: Speech signal degradation such as a voice disorder presented in quiet or in combination with multi-talker babble noise could affect listening comprehension in children with hearing impairment. This study aims to investigate the effects of voice quality and multi-talker babble noise on passage comprehension in children with using cochlear implants (CIs) and/or hearing aids (HAs). It also aims to examine what role executive functioning has for passage comprehension in listening conditions with degraded signals (voice quality and multi-talker babble noise) in children using CI/HA. Methods: Twenty-three children (10 boys and 13 girls; mean age 9 years) using CI and/or HA were tested for passage comprehension in four listening conditions: a typical voice or a (hoarse) dysphonic, voice presented in quiet or in multi-talker babble noise. Results: The results show that the dysphonic voice did not affect passage comprehension in quiet or in noise. Multi-talker babble noise decreased passage comprehension compared to performance in quiet. No interactions with executive function were found. Conclusions: In conclusion, children with CI/HA seem to struggle with comprehension in poor sound environments, which in turn may reduce learning opportunities at school.

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author
; ; and
organization
publishing date
type
Contribution to journal
publication status
published
subject
keywords
Children, dysphonic voice, executive function, multi-talker babble noise
in
Logopedics Phoniatrics Vocology
volume
45
issue
1
pages
9 pages
publisher
Taylor & Francis
external identifiers
  • pmid:30879365
  • scopus:85063046054
ISSN
1401-5439
DOI
10.1080/14015439.2019.1587501
language
English
LU publication?
yes
id
8b534390-d2cd-4699-b3bc-161d2c80dbbb
date added to LUP
2019-03-28 14:04:52
date last changed
2022-06-28 01:50:23
@article{8b534390-d2cd-4699-b3bc-161d2c80dbbb,
  abstract     = {{<p>Purpose: Speech signal degradation such as a voice disorder presented in quiet or in combination with multi-talker babble noise could affect listening comprehension in children with hearing impairment. This study aims to investigate the effects of voice quality and multi-talker babble noise on passage comprehension in children with using cochlear implants (CIs) and/or hearing aids (HAs). It also aims to examine what role executive functioning has for passage comprehension in listening conditions with degraded signals (voice quality and multi-talker babble noise) in children using CI/HA. Methods: Twenty-three children (10 boys and 13 girls; mean age 9 years) using CI and/or HA were tested for passage comprehension in four listening conditions: a typical voice or a (hoarse) dysphonic, voice presented in quiet or in multi-talker babble noise. Results: The results show that the dysphonic voice did not affect passage comprehension in quiet or in noise. Multi-talker babble noise decreased passage comprehension compared to performance in quiet. No interactions with executive function were found. Conclusions: In conclusion, children with CI/HA seem to struggle with comprehension in poor sound environments, which in turn may reduce learning opportunities at school.</p>}},
  author       = {{Brännström, K. Jonas and von Lochow, Heike and Lyberg Åhlander, Viveka and Sahlén, Birgitta}},
  issn         = {{1401-5439}},
  keywords     = {{Children; dysphonic voice; executive function; multi-talker babble noise}},
  language     = {{eng}},
  number       = {{1}},
  pages        = {{15--23}},
  publisher    = {{Taylor & Francis}},
  series       = {{Logopedics Phoniatrics Vocology}},
  title        = {{Passage comprehension performance in children with cochlear implants and/or hearing aids : the effects of voice quality and multi-talker babble noise in relation to executive function}},
  url          = {{http://dx.doi.org/10.1080/14015439.2019.1587501}},
  doi          = {{10.1080/14015439.2019.1587501}},
  volume       = {{45}},
  year         = {{2020}},
}