Publication in refereed journal
香港中文大学研究人员 ( 现职)
| 黄俊文教授 (语言学及现代语言系) |
全文
| 数位物件识别号 (DOI) http://dx.doi.org/10.3389/fpsyg.2013.00263 |
引用次数
Web of Sciencehttp://aims.cuhk.edu.hk/converis/portal/Publication/8WOS source URL
其它资讯
摘要Cochlear implants (CI) have brought with them hearing ability for many prelingually deafened children. Advances in Cl technology have brought not only hearing ability but speech perception to these same children. Concurrent with the development of speech perception has come spoken language development, and one goal now is that prelingually deafened Cl recipient children will develop spoken language capabilities on par with those of normal hearing (NH) children. This goal has not been met purely on the basis of the technology, and many Cl recipient children lag behind their NH peers with large variability in outcomes, requiring further behavioral intervention. It is likely that Cl recipient children struggle to develop spoken language at NH-like levels because they have deficits in both auditory and cognitive skills that underlie the development of language. Fortunately, both the auditory and cognitive training literature indicate an improvement of auditory and cognitive functioning following training. It therefore stands to reason that if training improves the auditory and cognitive skills that support language learning, language development itself should also improve. In the present manuscript we will review the auditory and cognitive training and their potential impact on speech outcomes with an emphasis on the speech perception literature.
着者Ingvalson EM, Wong PCM
期刊名称FRONTIERS IN PSYCHOLOGY
出版年份2013
月份5
日期14
卷号4
出版社FRONTIERS RESEARCH FOUNDATION
国际标準期刊号1664-107http://aims.cuhk.edu.hk/converis/portal/Publication/8
语言英式英语
关键词auditory training; cochlear implant; cognitive training; language learning; prelingual deafness
Web of Science 学科类别Psychology; Psychology, Multidisciplinary
