Abstract

The aim of the study was to analyse speech perception of children with cochlear implants (N=29) and children fitted with traditional hearing aids (N=20). One- and two-syllable words were presented auditorily in a forced choice minimal-pair discrimination task. The children repeated the word and pointed to the appropriate picture presented on computer screen. The words were minimal pairs with respect to voicing or place of articulation in stops and fricatives; among affricates the minimal pairs included the most frequently substituted fricatives and stops in addition to voicing and place of articulation. Vowel discrimination was tested in minimal pairs and in nonsense words differing only in the vowel. Unaided, all children were profoundly hearing impaired and were included in auditory-oral therapy (Verbotonal method). The smallest differences between the groups were found for stops and vowels, and the largest for fricatives and affricates. The implanted children were significantly more successful.

Citation

Mildner, V., Sindija, B. & Zrinski, K.V. (2006). Speech Perception of Children with Cochlear Implants and Children with Traditional Hearing Aids. Clinical Linguistics & Phonetics, 20(2), 219-229. Retrieved August 8, 2024 from https://www.learntechlib.org/p/99331/.

This record was imported from ERIC on April 18, 2013. [Original Record]

ERIC is sponsored by the Institute of Education Sciences (IES) of the U.S. Department of Education.

Copyright for this record is held by the content creator. For more details see ERIC's copyright policy.

Keywords

• Allied Health Personnel
• Articulation (Speech)
• assistive technology
• Auditory Perception
• Auditory Stimuli
• Deafness
• Elementary School Students
• Foreign Countries
• Hearing Therapy
• Serbocroatian
• special education
• Syllables
• Vowels