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  Links of prosodic stress perception and musical activities to language skills of children with Cochlear Implants and normal hearing

Torppa, R., Faulkner, A., Laasonen, M., Lipsanen, J., & Sammler, D. (2020). Links of prosodic stress perception and musical activities to language skills of children with Cochlear Implants and normal hearing. Ear and Hearing, 41(2), 395-410. doi:10.1097/AUD.0000000000000763.

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Item Permalink: http://hdl.handle.net/21.11116/0000-0004-797B-B Version Permalink: http://hdl.handle.net/21.11116/0000-0005-BE2E-3
Genre: Journal Article

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Torppa, Ritva1, Author
Faulkner, Andrew2, Author
Laasonen, Marja1, 3, 4, Author
Lipsanen, Jari1, Author
Sammler, Daniela5, Author              
Affiliations:
1Department of Psychology and Logopedics, Faculty of Medicine, University of Helsinki, Finland, ou_persistent22              
2Speech Hearing and Phonetic Sciences, University College London, UK, ou_persistent22              
3Department of Otorhinolaryngology and Phoniatrics, Head and Neck Surgery, Helsinki University Hospital and University of Helsinki, Helsinki, Finland, ou_persistent22              
4Department of Psychology and Speech-Language Pathology, University of Turku, Finland, ou_persistent22              
5Otto Hahn Group Neural Bases of Intonation in Speech, MPI for Human Cognitive and Brain Sciences, Max Planck Society, ou_1797284              

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 Abstract: OBJECTIVES: A major issue in the rehabilitation of children with cochlear implants (CIs) is unexplained variance in their language skills, where many of them lag behind children with normal hearing (NH). Here, we assess links between generative language skills and the perception of prosodic stress, and with musical and parental activities in children with CIs and NH. Understanding these links is expected to guide future research and toward supporting language development in children with a CI. DESIGN: Twenty-one unilaterally and early-implanted children and 31 children with NH, aged 5 to 13, were classified as musically active or nonactive by a questionnaire recording regularity of musical activities, in particular singing, and reading and other activities shared with parents. Perception of word and sentence stress, performance in word finding, verbal intelligence (Wechsler Intelligence Scale for Children (WISC) vocabulary), and phonological awareness (production of rhymes) were measured in all children. Comparisons between children with a CI and NH were made against a subset of 21 of the children with NH who were matched to children with CIs by age, gender, socioeconomic background, and musical activity. Regression analyses, run separately for children with CIs and NH, assessed how much variance in each language task was shared with each of prosodic perception, the child's own music activity, and activities with parents, including singing and reading. All statistical analyses were conducted both with and without control for age and maternal education. RESULTS: Musically active children with CIs performed similarly to NH controls in all language tasks, while those who were not musically active performed more poorly. Only musically nonactive children with CIs made more phonological and semantic errors in word finding than NH controls, and word finding correlated with other language skills. Regression analysis results for word finding and VIQ were similar for children with CIs and NH. These language skills shared considerable variance with the perception of prosodic stress and musical activities. When age and maternal education were controlled for, strong links remained between perception of prosodic stress and VIQ (shared variance: CI, 32%/NH, 16%) and between musical activities and word finding (shared variance: CI, 53%/NH, 20%). Links were always stronger for children with CIs, for whom better phonological awareness was also linked to improved stress perception and more musical activity, and parental activities altogether shared significantly variance with word finding and VIQ. CONCLUSIONS: For children with CIs and NH, better perception of prosodic stress and musical activities with singing are associated with improved generative language skills. In addition, for children with CIs, parental singing has a stronger positive association to word finding and VIQ than parental reading. These results cannot address causality, but they suggest that good perception of prosodic stress, musical activities involving singing, and parental singing and reading may all be beneficial for word finding and other generative language skills in implanted children.

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Language(s): eng - English
 Dates: 2018-08-162019-05-292019-08-072020-03
 Publication Status: Published in print
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 Rev. Method: Peer
 Identifiers: DOI: 10.1097/AUD.0000000000000763
PMID: 31397704
Other: Epub ahead of print
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Funding organization : Signe and Ane Gyllenberg Foundation
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Funding organization : Finnish Concordia Fund
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Funding organization : Ella and Georg Ehrnrooth Foundation
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Funding organization : Finnish Audiological Society
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Funding program : The Finnish Doctoral Program in Language Studies
Funding organization : Ministry of Education and Culture
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Funding organization : Emil Aaltonen Foundation

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Title: Ear and Hearing
Source Genre: Journal
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Pages: - Volume / Issue: 41 (2) Sequence Number: - Start / End Page: 395 - 410 Identifier: ISSN: 1538-4667
CoNE: https://pure.mpg.de/cone/journals/resource/1538-4667