• Speech Sciences
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• v.9 no.1
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• pp.27-38
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• 2002

The purpose of the study is to examine intonation patterns of cochlear implanted children compared with those of normal hearing children. The data tokens of three normal and five cochlear implanted children were collected and investigated. Their intonation patterns were analyzed using the speech analysis tool, Praat. The characteristics of the two utterance types, interrogative and declarative, were investigated. No significant difference in intonation patterns between the two subject groups was found. However, the general pitch of cochlear implanted children was higher than that of normal hearing children. In addition, cochlear implanted children showed frequent pitch breaks.

• Proceedings of the KSPS conference
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• 2007.05a
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• pp.64-66
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• 2007

The purpose of this study was to compare and analyze some acoustic parameters of the cochlear implanted children(N=20, aged 3-10) and to suggest a basic data on speech rehabilitaion for the cochlear implanted children. Acoustic analyses of seven Korean monophthongs produced by 4 contexts(V, CV, VC, CVC) were conducted for the cochler implanted children and normal hearing children(N=20, aged 3-10). Subjects were asked to pronounce a list of vowel repeating three times. The results of this study are the same as follows: First, in the case of the cochlear implanted group, there were no significant differences in F1 and F2. Second, in the case of the normal hearing group, there were significant differences in F2 /ㅜ/ between V and CVC, between VC and CVC. Third, there were significant differences in F1, F2 between CI group and normal hearing group.

• MALSORI
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• no.64
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• pp.1-14
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• 2007

The purpose of this study was to examine the acoustic perception different by formants change for profoundly hearing impaired children with cochlear implants. The subjects were 10 children after 15 months of experience with the implant and mean of their chronological age was 8.4 years and Standard deviation was 2.9 years. The ability of auditory perception was assessed using acoustic-synthetic vowels. The acoustic-synthetic vowel was combined with F1, F2, and F3 into a vowel and produced 42 synthetic sound, using Speech GUI(Graphic User Interface) program. The data was deal with clustering analysis and on-line analytical processing for perception ability of acoustic synthetic vowel. The results showed that auditory perception scores of acoustic-synthetic vowels for cochlear implanted children were increased in F2 synthetic vowels compaire to those of F1. And it was found that they perceived the differences of vowels in terms of distance rates between F1 and F2 in specific vowel.

• Speech Sciences
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• v.14 no.4
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• pp.203-212
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• 2007

This study was to compare some acoustic characteristics of vowels produced by children with cochlear implant (CI) and the children with normal hearing. 20 subjects under ten years old were further classified into two groups (one group of CI children under four years old and the other group of CI children over four years old). For the normal hearing group, 20 subjects are participated in the experiment. Some acoustic parameters including fundamental frequency (F0) and formant frequencies (F1, F2) were measured in the two groups according to the age of cochlear implant operation. For the CI group, three comer vowels (/a/, /i/, /u/) were recorded five times in isolation and analyzed with Multi-Speech (Kay Elemetrics, model 3700), and two independent t-tests on their formant data were conducted using SPSS 11.5. The result showed that the implanted group over four years had a significant difference in F0 and F1 comparing with the implanted group under four years of age as well as the normal hearing group. Those values of the children with the implanted group under four years old were closer to those of the children with the normal hearing. As to the F2, there was no significant difference among implanted groups. However, it was shown that the vowel space for the implanted groups regardless the operation age indicated much smaller than that for the normal hearing children. This acoustic results suggest that CI surgery would be much more effective if it is done under the age of four years old.

• Speech Sciences
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• v.14 no.4
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• pp.213-220
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• 2007

This study investigates the voice quality including F0, jitter, shimmer, and NHR for the children with cochlear implant (CI group) and those with normal hearing (NH group). The CI group was further classified two sub-groups depending upon the time of surgery (i.e. under four years vs. over four years). Three corner vowels (e.g. /a/, /i/, /u/) with extended vocalization were used and analyzed with Multi-Dimensional Voice Program (Kay Elemetrics, Model 4300). The statistics were made in two independent sample t-test with SPSS 11.5. The results can be summarized as follows: (1) The children with cochlear implanted before 4 years of age had very similar data with the NH group except for the vowel /a/. (2) The children with cochlear implanted after 4 years of age, however, indicated significant differences in Fo (/a/, /i/, /u/), Jitter (/e/), shimmer (/a/, /i/, /u/) and NHR(/a/) in all three vowels. It is concluded that the early CI surgery and the early intervention would be very important to maintain better voice quality.

• Journal of Audiology & Otology
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• v.24 no.2
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• pp.61-70
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• 2020

Background and Objectives: To assess the academic performance, communication skills, and psychosocial development of prelingual deaf children with cochlear implants (CIs) attending mainstream schools, and to evaluate the impact of auditory speech perception on their classroom performance. Subjects and Methods: As participant, 67 children with CI attending mainstream schools were included. A survey was conducted using a structured questionnaire on academic performance in the native language, second language, mathematics, social studies, science, art, communication skills, self-esteem, and social relations. Additionally, auditory and speech performances on the last follow-up were reviewed retrospectively. Results: Most implanted children attending mainstream school appeared to have positive self-esteem and confidence, and had little difficulty in conversing in a quiet classroom. Also, half of the implanted children (38/67) scored above average in general academic achievement. However, academic achievement in the second language (English), social studies, and science were usually poorer than general academic achievement. Furthermore, half of the implanted children had difficulty in understanding the class content (30/67) or conversing with peers in a noisy classroom (32/67). These difficulties were significantly associated with poor speech perception. Conclusions: Improving the listening environment for implanted children attending mainstream schools is necessary.

• Korean Journal of Audiology
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• v.24 no.2
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• pp.61-70
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• 2020

Background and Objectives: To assess the academic performance, communication skills, and psychosocial development of prelingual deaf children with cochlear implants (CIs) attending mainstream schools, and to evaluate the impact of auditory speech perception on their classroom performance. Subjects and Methods: As participant, 67 children with CI attending mainstream schools were included. A survey was conducted using a structured questionnaire on academic performance in the native language, second language, mathematics, social studies, science, art, communication skills, self-esteem, and social relations. Additionally, auditory and speech performances on the last follow-up were reviewed retrospectively. Results: Most implanted children attending mainstream school appeared to have positive self-esteem and confidence, and had little difficulty in conversing in a quiet classroom. Also, half of the implanted children (38/67) scored above average in general academic achievement. However, academic achievement in the second language (English), social studies, and science were usually poorer than general academic achievement. Furthermore, half of the implanted children had difficulty in understanding the class content (30/67) or conversing with peers in a noisy classroom (32/67). These difficulties were significantly associated with poor speech perception. Conclusions: Improving the listening environment for implanted children attending mainstream schools is necessary.

• Journal of Music and Human Behavior
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• v.21 no.1
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• pp.29-47
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• 2024

The purpose of this study was to investigate how children with cochlear implants (CI) perceive emotion in music depending on mode and tempo cues, and to compare them to NH children. Participants in this study included 13 CI children who were implanted with either unilateral or bilateral cochlear implants aged between 7 and 13 years, 36 NH children, and 20 NH adults. The musical stimuli used in this study were piano recordings in either major or minor mode, with tempos of 130 bpm and 56 bpm. A comparison of the emotion perception levels of NH children and NH adults before the experiment showed that there was no significant difference between the two groups. Meanwhile, the way they perceive different emotions from each music condition varies, in that CI children perceived all music conditions except as happy, while NH children perceived music in a major key as happy and music in a minor key as sad. It supports that CI children tend to rely primarily on tempo cues to process and identify emotional information from music, which is contrary to NH children. It is important to note that this study enhanced and specified the understanding of how CI children perceive music emotion and use specific musical elements in the process. These findings indicate baseline data on emotion perception in music in CI children.

• Speech Sciences
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• v.9 no.2
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• pp.193-202
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• 2002

The purpose of this study is to examine the phonological awareness of hearing impaired children. A number of researches indicate that hearing impaired children have articulation disorders due to their impaired auditory feedback. However, in children who have the ability to distinguish certain phonemes, they sometimes show misarticulation of the phonemes. Phonological awareness refers to recognizing the speech-sound units and their forms in spoken language (Hong, 2001). The subjects who participated in the experiment are composed of four hearing impaired children (3 cochlear implanted children and 1 hearing aided child). Phonological Awareness was evaluated by the test battery developed by Paik et al. (2001). The subtests consisted of rhyme matching, onset matching I II, word initial segmentation and matching I II. If the children asked for retelling, it was retold to a maximum of 4 times. Each item score was 1 point. The results were compared to those of Paik et al. (2001). The results of study were that subject 1 showed superior rhyme matching ability, subjects 2 and 3 fair ability, and subject 4 inferior ability. In onset matching I, all subjects showed inferior ability except for subject 3. Interestingly, subjects 1 showed the lowest onset matching I score. In word initial segmentation and matching I, subjects 1 and 4 showed inferior ability and subjects 2 and 3 showed fair ability. In onset matching II, subject 2 showed the perfect score 10 even though she showed very low score. In word initial segmentation and matching II, only subjects 2 and 3 showed appropriate levels of the skill. The results show that the phonological awareness of hearing impaired children is different from that of normal children.

• Phonetics and Speech Sciences
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• v.6 no.2
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• pp.55-64
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• 2014

This study measured formant bandwidths of profound hearing impaired children and examined the characteristics of their articulation. For this study, 10 cochlear implanted children(CI), 10 hearing aid children(HA) and 10 normal hearing children(NH) were asked to read 7 Korean vowels(/ɑ, ʌ, o, u, ɯ, i, ɛ/). The subjects' readings were recorded by NasalView and analyzed by Praat. The analysis of the formant bandwidths explains the degree of vocal fold opening and the characteristics of radiation. Through the analysis of formant bandwidth, we can see that the hearing-impaired maintain vocal fold tension when they speak high vowels and characteristics of radiation. Narrower B1 means better maintain vocal fold tension, wider B2 means more front and wider B3 means the rounder lips. CI's B1 was widest and NH's was narrowest. And females' B1 was wider than males'. Among vowels, B1 of /a/ was widest, and B1 of /i/ was narrowest. In the case of B2, HA and NH's B2 was wider than CI's. Females' B2 was wider than males'. And B2 of /i/ was widest, and B2 of /ʌ/ was narrowest. In the case of B3, NH's was widest, and CI's was narrowest. Males' was wider than females'. Among vowels, B3 of /o/ was widest, and B3 of /ɛ/ was narrowest. As a result, first, through the analysis of B1, we can find that NH and males could better maintain vocal fold tension than the hearing-impaired or females, and all children articulate /i/ with vocal fold tension than other vowels. Second, through the analysis of B2, NH and HA articulate vowels with the weaker rounded than CI does. And females articulate vowels with the weaker rounded than males do. Third, through the analysis of B3, NH articulate vowels with the rounder than HA or CI do, and males articulate vowels with the rounder than females do. Through the results, we can expect that the analysis of formant bandwidth will be applied to the therapy of articulation for the hearing-impaired with hearing aids or cochlear implant.