Despite improvements in amplification technology, the vocabulary growth of children with cochlear implants lag behind that of typically developing children. Maternal input may influence opportunities for children with cochlear implants to learn new vocabulary words. This pair of studies compared mothers multimodal cues about word referents available to and used by children with cochlear implants and children with normal hearing. The first quantified the proportion of converging and diverging auditory-visual cues present in maternal speech to children with cochlear implants as compared to children with normal hearing matched for chronological age and matched for vocabulary size. Mothers provided input to children with cochlear implants in a way that was different from the way that mothers provide input to children matched for vocabulary size. The second study evaluated the effects of synchronous and asynchronous auditory-visual cues on the word-learning performance of children with cochlear implants and children with normal hearing matched for chronological age. Children with cochlear implants did not learn words in either condition, whereas children with normal hearing made use of synchronous cues to learn words. These findings represent a first step toward determining how environment-level factors influence the lexical outcomes of children with cochlear implants.
| Identifer | oai:union.ndltd.org:VANDERBILT/oai:VANDERBILTETD:etd-11122013-100728 |
| Date | 21 November 2013 |
| Creators | Lund, Emily Ann |
| Contributors | Paul Yoder, Rene Gifford, Megan Saylor, C. Melanie Schuele |
| Publisher | VANDERBILT |
| Source Sets | Vanderbilt University Theses |
| Language | English |
| Detected Language | English |
| Type | text |
| Format | application/pdf |
| Source | http://etd.library.vanderbilt.edu/available/etd-11122013-100728/ |
| Rights | unrestricted, I hereby certify that, if appropriate, I have obtained and attached hereto a written permission statement from the owner(s) of each third party copyrighted matter to be included in my thesis, dissertation, or project report, allowing distribution as specified below. I certify that the version I submitted is the same as that approved by my advisory committee. I hereby grant to Vanderbilt University or its agents the non-exclusive license to archive and make accessible, under the conditions specified below, my thesis, dissertation, or project report in whole or in part in all forms of media, now or hereafter known. I retain all other ownership rights to the copyright of the thesis, dissertation or project report. I also retain the right to use in future works (such as articles or books) all or part of this thesis, dissertation, or project report. |
Page generated in 0.0021 seconds