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Recognition of Sentences with Complex Syntax in Speech Babble by Adolescents with Normal Hearing or Cochlear Implants

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Title: Recognition of Sentences with Complex Syntax in Speech Babble by Adolescents with Normal Hearing or Cochlear Implants
Language: English
Authors: Nittrouer, Susan (ORCID 0000-0002-3235-1724), Lowenstein, Joanna H.
Source: Journal of Speech, Language, and Hearing Research. Mar 2023 66(3):1110-1135.
Availability: American Speech-Language-Hearing Association. 2200 Research Blvd #250, Rockville, MD 20850. Tel: 301-296-5700; Fax: 301-296-8580; e-mail: slhr@asha.org; Web site: http://jslhr.pubs.asha.org
Peer Reviewed: Y
Page Count: 26
Publication Date: 2023
Sponsoring Agency: National Institute on Deafness and Other Communication Disorders (NIDCD) (DHHS/NIH)
Contract Number: R01DC006237
R01DC015992
Document Type: Journal Articles
Reports - Research
Education Level: Higher Education
Postsecondary Education
Descriptors: Syntax, Assistive Technology, Hearing (Physiology), Gender Differences, Language Skills, Language Processing, Speech Communication, Comparative Analysis, Hearing Impairments, Auditory Perception, Sentences, Peer Groups, Young Adults, Acoustics, College Students, Auditory Stimuli, Phrase Structure, Scoring, Language Tests, Computer Software, Short Term Memory, Adolescents, Auditory Tests
Geographic Terms: Florida
DOI: 10.1044/2022_JSLHR-22-00407
ISSN: 1092-4388
1558-9102
Abstract: Purpose: General language abilities of children with cochlear implants have been thoroughly investigated, especially at young ages, but far less is known about how well they process language in real-world settings, especially in higher grades. This study addressed this gap in knowledge by examining recognition of sentences with complex syntactic structures in backgrounds of speech babble by adolescents with cochlear implants, and peers with normal hearing. Design: Two experiments were conducted. First, new materials were developed using young adults with normal hearing as the normative sample, creating a corpus of sentences with controlled, but complex syntactic structures presented in three kinds of babble that varied in voice gender and number of talkers. Second, recognition by adolescents with normal hearing or cochlear implants was examined for these new materials and for sentence materials used with these adolescents at younger ages. Analyses addressed three objectives: (1) to assess the stability of speech recognition across a multiyear age range; (2) to evaluate speech recognition of sentences with complex syntax in babble; and (3) to explore how bottom-up and top-down mechanisms account for performance under these conditions. Results: Results showed: (1) Recognition was stable across the ages of 10-14 years for both groups. (2) Adolescents with normal hearing performed similarly to young adults with normal hearing, showing effects of syntactic complexity and background babble; adolescents with cochlear implants showed poorer recognition overall, and diminished effects of both factors. (3) Top-down language and working memory primarily explained recognition for adolescents with normal hearing, but the bottom-up process of perceptual organization primarily explained recognition for adolescents with cochlear implants. Conclusions: Comprehension of language in real-world settings relies on different mechanisms for adolescents with cochlear implants than for adolescents with normal hearing. A novel finding was that perceptual organization is a critical factor.
Abstractor: As Provided
Entry Date: 2023
Accession Number: EJ1391681
Database: ERIC
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  Data: Recognition of Sentences with Complex Syntax in Speech Babble by Adolescents with Normal Hearing or Cochlear Implants
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  Data: <searchLink fieldCode="AR" term="%22Nittrouer%2C+Susan%22">Nittrouer, Susan</searchLink> (ORCID <externalLink term="https://orcid.org/0000-0002-3235-1724">0000-0002-3235-1724</externalLink>)<br /><searchLink fieldCode="AR" term="%22Lowenstein%2C+Joanna+H%2E%22">Lowenstein, Joanna H.</searchLink>
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  Data: <searchLink fieldCode="SO" term="%22Journal+of+Speech%2C+Language%2C+and+Hearing+Research%22"><i>Journal of Speech, Language, and Hearing Research</i></searchLink>. Mar 2023 66(3):1110-1135.
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  Data: American Speech-Language-Hearing Association. 2200 Research Blvd #250, Rockville, MD 20850. Tel: 301-296-5700; Fax: 301-296-8580; e-mail: slhr@asha.org; Web site: http://jslhr.pubs.asha.org
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  Data: 26
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  Data: 2023
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  Data: National Institute on Deafness and Other Communication Disorders (NIDCD) (DHHS/NIH)
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  Data: R01DC006237<br />R01DC015992
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  Data: <searchLink fieldCode="DE" term="%22Syntax%22">Syntax</searchLink><br /><searchLink fieldCode="DE" term="%22Assistive+Technology%22">Assistive Technology</searchLink><br /><searchLink fieldCode="DE" term="%22Hearing+%28Physiology%29%22">Hearing (Physiology)</searchLink><br /><searchLink fieldCode="DE" term="%22Gender+Differences%22">Gender Differences</searchLink><br /><searchLink fieldCode="DE" term="%22Language+Skills%22">Language Skills</searchLink><br /><searchLink fieldCode="DE" term="%22Language+Processing%22">Language Processing</searchLink><br /><searchLink fieldCode="DE" term="%22Speech+Communication%22">Speech Communication</searchLink><br /><searchLink fieldCode="DE" term="%22Comparative+Analysis%22">Comparative Analysis</searchLink><br /><searchLink fieldCode="DE" term="%22Hearing+Impairments%22">Hearing Impairments</searchLink><br /><searchLink fieldCode="DE" term="%22Auditory+Perception%22">Auditory Perception</searchLink><br /><searchLink fieldCode="DE" term="%22Sentences%22">Sentences</searchLink><br /><searchLink fieldCode="DE" term="%22Peer+Groups%22">Peer Groups</searchLink><br /><searchLink fieldCode="DE" term="%22Young+Adults%22">Young Adults</searchLink><br /><searchLink fieldCode="DE" term="%22Acoustics%22">Acoustics</searchLink><br /><searchLink fieldCode="DE" term="%22College+Students%22">College Students</searchLink><br /><searchLink fieldCode="DE" term="%22Auditory+Stimuli%22">Auditory Stimuli</searchLink><br /><searchLink fieldCode="DE" term="%22Phrase+Structure%22">Phrase Structure</searchLink><br /><searchLink fieldCode="DE" term="%22Scoring%22">Scoring</searchLink><br /><searchLink fieldCode="DE" term="%22Language+Tests%22">Language Tests</searchLink><br /><searchLink fieldCode="DE" term="%22Computer+Software%22">Computer Software</searchLink><br /><searchLink fieldCode="DE" term="%22Short+Term+Memory%22">Short Term Memory</searchLink><br /><searchLink fieldCode="DE" term="%22Adolescents%22">Adolescents</searchLink><br /><searchLink fieldCode="DE" term="%22Auditory+Tests%22">Auditory Tests</searchLink>
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  Data: <searchLink fieldCode="DE" term="%22Florida%22">Florida</searchLink>
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  Data: 10.1044/2022_JSLHR-22-00407
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  Data: 1092-4388<br />1558-9102
– Name: Abstract
  Label: Abstract
  Group: Ab
  Data: Purpose: General language abilities of children with cochlear implants have been thoroughly investigated, especially at young ages, but far less is known about how well they process language in real-world settings, especially in higher grades. This study addressed this gap in knowledge by examining recognition of sentences with complex syntactic structures in backgrounds of speech babble by adolescents with cochlear implants, and peers with normal hearing. Design: Two experiments were conducted. First, new materials were developed using young adults with normal hearing as the normative sample, creating a corpus of sentences with controlled, but complex syntactic structures presented in three kinds of babble that varied in voice gender and number of talkers. Second, recognition by adolescents with normal hearing or cochlear implants was examined for these new materials and for sentence materials used with these adolescents at younger ages. Analyses addressed three objectives: (1) to assess the stability of speech recognition across a multiyear age range; (2) to evaluate speech recognition of sentences with complex syntax in babble; and (3) to explore how bottom-up and top-down mechanisms account for performance under these conditions. Results: Results showed: (1) Recognition was stable across the ages of 10-14 years for both groups. (2) Adolescents with normal hearing performed similarly to young adults with normal hearing, showing effects of syntactic complexity and background babble; adolescents with cochlear implants showed poorer recognition overall, and diminished effects of both factors. (3) Top-down language and working memory primarily explained recognition for adolescents with normal hearing, but the bottom-up process of perceptual organization primarily explained recognition for adolescents with cochlear implants. Conclusions: Comprehension of language in real-world settings relies on different mechanisms for adolescents with cochlear implants than for adolescents with normal hearing. A novel finding was that perceptual organization is a critical factor.
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        Value: 10.1044/2022_JSLHR-22-00407
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      – Text: English
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    Subjects:
      – SubjectFull: Syntax
        Type: general
      – SubjectFull: Assistive Technology
        Type: general
      – SubjectFull: Hearing (Physiology)
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      – SubjectFull: Gender Differences
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      – SubjectFull: Language Skills
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      – SubjectFull: Comparative Analysis
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      – SubjectFull: Florida
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      – TitleFull: Recognition of Sentences with Complex Syntax in Speech Babble by Adolescents with Normal Hearing or Cochlear Implants
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