Word learning processes in children with cochlear implants

Elizabeth A. Walker, Karla McGregor

Research output: Contribution to journalArticle

26 Citations (Scopus)

Abstract

Purpose: To determine whether 3 aspects of the word learning process-fast mapping, retention, and extension- are problematic for children with cochlear implants (CIs). Method: The authors compared responses of 24 children with CIs, 24 age-matched hearing children, and 23 vocabulary-matched hearing children to a novel object noun training episode. Comprehension and production were measured immediately following training (fast mapping) as well as 1 day later (retention). Extension was measured in terms of the ability of the participants to identify new (untrained) exemplars. Results: Compared with their hearing age-mates, children with CIs performed marginally more poorly on fast mapping as measured by the comprehension probe and more poorly on retention as measured by comprehension and production probes. The age-mates improved over the retention interval, but the children with CIs did not. Most of the children with CIs performed similarly to their age-mates on extension, but 2 children underextended, and 5 children failed to understand the task. Compared with younger vocabulary-matched peers, children with CIs did not differ at fast mapping, retention, or extension. Conclusions: Children with CIs demonstrated deficits in word learning, with retention being especially problematic. Their learning did not differ from that of younger children with similarly sized vocabularies.

Original languageEnglish (US)
Pages (from-to)375-387
Number of pages13
JournalJournal of Speech, Language, and Hearing Research
Volume56
Issue number2
DOIs
StatePublished - Apr 1 2013

Fingerprint

Cochlear Implants
learning process
Learning
Vocabulary
Hearing
vocabulary
comprehension
Cochlear Implant
Learning Process
Word Learning
Aptitude
learning
deficit

Keywords

  • Children
  • Cochlear implants
  • Word learning

ASJC Scopus subject areas

  • Language and Linguistics
  • Linguistics and Language
  • Speech and Hearing

Cite this

Word learning processes in children with cochlear implants. / Walker, Elizabeth A.; McGregor, Karla.

In: Journal of Speech, Language, and Hearing Research, Vol. 56, No. 2, 01.04.2013, p. 375-387.

Research output: Contribution to journalArticle

@article{2b4f85dee0c442ab82d6dc070df67048,
title = "Word learning processes in children with cochlear implants",
abstract = "Purpose: To determine whether 3 aspects of the word learning process-fast mapping, retention, and extension- are problematic for children with cochlear implants (CIs). Method: The authors compared responses of 24 children with CIs, 24 age-matched hearing children, and 23 vocabulary-matched hearing children to a novel object noun training episode. Comprehension and production were measured immediately following training (fast mapping) as well as 1 day later (retention). Extension was measured in terms of the ability of the participants to identify new (untrained) exemplars. Results: Compared with their hearing age-mates, children with CIs performed marginally more poorly on fast mapping as measured by the comprehension probe and more poorly on retention as measured by comprehension and production probes. The age-mates improved over the retention interval, but the children with CIs did not. Most of the children with CIs performed similarly to their age-mates on extension, but 2 children underextended, and 5 children failed to understand the task. Compared with younger vocabulary-matched peers, children with CIs did not differ at fast mapping, retention, or extension. Conclusions: Children with CIs demonstrated deficits in word learning, with retention being especially problematic. Their learning did not differ from that of younger children with similarly sized vocabularies.",
keywords = "Children, Cochlear implants, Word learning",
author = "Walker, {Elizabeth A.} and Karla McGregor",
year = "2013",
month = "4",
day = "1",
doi = "10.1044/1092-4388(2012/11-0343)",
language = "English (US)",
volume = "56",
pages = "375--387",
journal = "Journal of Speech, Language, and Hearing Research",
issn = "1092-4388",
publisher = "American Speech-Language-Hearing Association (ASHA)",
number = "2",

}

TY - JOUR

T1 - Word learning processes in children with cochlear implants

AU - Walker, Elizabeth A.

AU - McGregor, Karla

PY - 2013/4/1

Y1 - 2013/4/1

N2 - Purpose: To determine whether 3 aspects of the word learning process-fast mapping, retention, and extension- are problematic for children with cochlear implants (CIs). Method: The authors compared responses of 24 children with CIs, 24 age-matched hearing children, and 23 vocabulary-matched hearing children to a novel object noun training episode. Comprehension and production were measured immediately following training (fast mapping) as well as 1 day later (retention). Extension was measured in terms of the ability of the participants to identify new (untrained) exemplars. Results: Compared with their hearing age-mates, children with CIs performed marginally more poorly on fast mapping as measured by the comprehension probe and more poorly on retention as measured by comprehension and production probes. The age-mates improved over the retention interval, but the children with CIs did not. Most of the children with CIs performed similarly to their age-mates on extension, but 2 children underextended, and 5 children failed to understand the task. Compared with younger vocabulary-matched peers, children with CIs did not differ at fast mapping, retention, or extension. Conclusions: Children with CIs demonstrated deficits in word learning, with retention being especially problematic. Their learning did not differ from that of younger children with similarly sized vocabularies.

AB - Purpose: To determine whether 3 aspects of the word learning process-fast mapping, retention, and extension- are problematic for children with cochlear implants (CIs). Method: The authors compared responses of 24 children with CIs, 24 age-matched hearing children, and 23 vocabulary-matched hearing children to a novel object noun training episode. Comprehension and production were measured immediately following training (fast mapping) as well as 1 day later (retention). Extension was measured in terms of the ability of the participants to identify new (untrained) exemplars. Results: Compared with their hearing age-mates, children with CIs performed marginally more poorly on fast mapping as measured by the comprehension probe and more poorly on retention as measured by comprehension and production probes. The age-mates improved over the retention interval, but the children with CIs did not. Most of the children with CIs performed similarly to their age-mates on extension, but 2 children underextended, and 5 children failed to understand the task. Compared with younger vocabulary-matched peers, children with CIs did not differ at fast mapping, retention, or extension. Conclusions: Children with CIs demonstrated deficits in word learning, with retention being especially problematic. Their learning did not differ from that of younger children with similarly sized vocabularies.

KW - Children

KW - Cochlear implants

KW - Word learning

UR - http://www.scopus.com/inward/record.url?scp=84878097266&partnerID=8YFLogxK

UR - http://www.scopus.com/inward/citedby.url?scp=84878097266&partnerID=8YFLogxK

U2 - 10.1044/1092-4388(2012/11-0343)

DO - 10.1044/1092-4388(2012/11-0343)

M3 - Article

VL - 56

SP - 375

EP - 387

JO - Journal of Speech, Language, and Hearing Research

JF - Journal of Speech, Language, and Hearing Research

SN - 1092-4388

IS - 2

ER -