Simultaneous communication supports learning in noise by cochlear implant users (Record no. 2813)
[ view plain ]
| 000 -LEADER | |
|---|---|
| fixed length control field | nam a22 7a 4500 |
| 003 - CONTROL NUMBER IDENTIFIER | |
| control field | OSt |
| 005 - DATE AND TIME OF LATEST TRANSACTION | |
| control field | 20171129161331.0 |
| 008 - FIXED-LENGTH DATA ELEMENTS--GENERAL INFORMATION | |
| fixed length control field | 171129b xxu||||| |||| 00| 0 eng d |
| 040 ## - CATALOGING SOURCE | |
| Transcribing agency | National Acoustics Laboratories |
| 100 ## - MAIN ENTRY--PERSONAL NAME | |
| Personal name | Blom, Helen |
| 245 ## - TITLE STATEMENT | |
| Title | Simultaneous communication supports learning in noise by cochlear implant users |
| 520 3# - SUMMARY, ETC. | |
| Summary, etc | This study sought to evaluate the potential of using spoken language and signing together<br/>(simultaneous communication, SimCom, sign-supported speech) as a means of improving speech<br/>recognition, comprehension, and learning by cochlear implant (CI) users in noisy contexts.<br/>Methods: Forty eight college students who were active CI users, watched videos of three short presentations,<br/>the text versions of which were standardized at the 8th-grade reading level. One passage was presented in<br/>spoken language only, one was presented in spoken language with multi-talker babble background noise,<br/>and one was presented via simultaneous communication with the same background noise. Following each<br/>passage, participants responded to 10 (standardized) open-ended questions designed to assess<br/>comprehension. Indicators of participants’ spoken language and sign language skills were obtained via<br/>self-reports and objective assessments.<br/>Results: When spoken materials were accompanied by signs, scores were significantly higher than when<br/>materials were spoken in noise without signs. Participants’ receptive spoken language skills significantly<br/>predicted scores in all three conditions; neither their receptive sign skills nor age of implantation predicted<br/>performance.<br/>Discussion: Students who are CI users typically rely solely on spoken language in the classroom. The present<br/>results, however, suggest that there are potential benefits of simultaneous communication for such learners in<br/>noisy settings. For those CI users who know sign language, the redundancy of speech and signs potentially<br/>can offset the reduced fidelity of spoken language in noise.<br/>Conclusion: Accompanying spoken language with signs can benefit learners who are CI users in noisy<br/>situations such as classroom settings. Factors associated with such benefits, such as receptive skills in<br/>signed and spoken modalities, classroom acoustics, and material difficulty need to be empirically examined. |
| 700 ## - ADDED ENTRY--PERSONAL NAME | |
| Personal name | Marc Marschank |
| 700 ## - ADDED ENTRY--PERSONAL NAME | |
| Personal name | Elizabeth Machmer |
| 773 0# - HOST ITEM ENTRY | |
| Relationship information | (2017) VOL. 18 NO. 1 |
| Title | Cochlear Implants International |
| 856 ## - ELECTRONIC LOCATION AND ACCESS | |
| Uniform Resource Identifier | <a href="https://dspace.nal.gov.au/xmlui/bitstream/handle/123456789/760/Simultanous%20communication%20supports%20learning.pdf?sequence=1&isAllowed=y">https://dspace.nal.gov.au/xmlui/bitstream/handle/123456789/760/Simultanous%20communication%20supports%20learning.pdf?sequence=1&isAllowed=y</a> |
| 942 ## - ADDED ENTRY ELEMENTS (KOHA) | |
| Source of classification or shelving scheme | Universal Decimal Classification |
| Koha item type | Journal article |
No items available.