Time-Gated Word Recognition in Children: Effects of Auditory Access, Age, and Semantic Context

Elizabeth A Walker; David Kessler; Kelsey Klein; Meredith Spratford; Jacob J Oleson; Anne Welhaven; Ryan W McCreery

doi:10.1044/2019_JSLHR-H-18-0407

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Time-Gated Word Recognition in Children: Effects of Auditory Access, Age, and Semantic Context

Journal article

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Time-Gated Word Recognition in Children: Effects of Auditory Access, Age, and Semantic Context

Elizabeth A Walker, David Kessler, Kelsey Klein, Meredith Spratford, Jacob J Oleson, Anne Welhaven and Ryan W McCreery

Journal of speech, language, and hearing research, Vol.62(7), pp.2519-2534

07/01/2019

DOI: 10.1044/2019_JSLHR-H-18-0407

PMCID: PMC6808355

PMID: 31194921

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Abstract

Purpose: We employed a time-gated word recognition task to investigate how children who are hard of hearing (CHH) and children with normal hearing (CNH) combine cognitive-linguistic abilities and acoustic-phonetic cues to recognize words in sentence-final position. Method: The current study included 40 CHH and 30 CNH in 1st or 3rd grade. Participants completed vocabulary and working memory tests and a time-gated word recognition task consisting of 14 high- and 14 low-predictability sentences. A time-to-event model was used to evaluate the effect of the independent variables (age, hearing status, predictability) on word recognition. Mediation models were used to examine the associations between the independent variables vocabulary size and working memory), aided audibility, and word recognition. Results: Gated words were identified significantly earlier for high-predictability than low-predictability sentences. First-grade CHH and CNH showed no significant difference in performance. Third-grade CHH needed more information than CNH to identify final words. Aided audibility was associated with word recognition. This association was fully mediated by vocabulary size but not working memory. Conclusions: Both CHH and CNH benefited from the addition of semantic context. Interventions that focus on consistent aided audibility and vocabulary may enhance children's ability to fill in gaps in incoming messages.

Audiology & Speech-Language Pathology

Life Sciences & Biomedicine

Linguistics

Rehabilitation

Science & Technology

Social Sciences

Details

Title: Subtitle: Time-Gated Word Recognition in Children: Effects of Auditory Access, Age, and Semantic Context
Creators: Elizabeth A Walker - University of Iowa
David Kessler - Vanderbilt University
Kelsey Klein - University of Iowa
Meredith Spratford - Boys Town
Jacob J Oleson - University of Iowa
Anne Welhaven - University of Iowa
Ryan W McCreery - Boys Town
Resource Type: Journal article
Publication Details: Journal of speech, language, and hearing research, Vol.62(7), pp.2519-2534
DOI: 10.1044/2019_JSLHR-H-18-0407
PMID: 31194921
PMCID: PMC6808355
NLM abbreviation: J Speech Lang Hear Res
ISSN: 1092-4388
eISSN: 1558-9102
Publisher: AMER SPEECH-LANGUAGE-HEARING ASSOC
Number of pages: 16
Grant note: R01DC009560; R01DC013591 / National Institute on Deafness and Other Communication Disorders
Language: English
Date published: 07/01/2019
Academic Unit: Communication Sciences and Disorders; Biostatistics; Otolaryngology
Record Identifier: 9984258735002771

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