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
(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.
(Less)
- author
- Brännström, K. Jonas LU ; von Lochow, Heike LU ; Lyberg Åhlander, Viveka LU and Sahlén, Birgitta LU
- organization
- publishing date
- 2020
- 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
-
- scopus:85063046054
- pmid:30879365
- 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
- 2024-04-30 03:11:45
@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}},
}