Tova Most

Acoustic and perceptual characteristics of esophageal and tracheoesophageal speech production

This study comprehensively compared the speech of laryngeal speakers (L), tracheoesophageal speakers (TE), good esophageal speakers (GE), and moderate esophageal speakers (ME) to determine the consequences of TE versus E speech rehabilitation. Twenty speakers (five in each group) were each recorded while reading 16 sentences, and their recordings were analyzed acoustically and perceptually. Acoustic analysis included duration, intensity, fundamental frequency (F0), intonation, and voice onset time measurements. Perceptual analysis included intelligibility and acceptability judgments by naive listeners. The main acoustic results showed that L speakers differ significantly from all alaryngeal speakers in F0 and intonation production. Moderate esophageal speakers differed significantly from all other groups in duration measures. Perceptual results revealed that L speakers were most intelligible and acceptable, whereas ME speakers were least so. Tracheoesophageal speakers were more acceptable than GE speakers but not more intelligible. Significant correlations emerged between F0, duration measures, and acceptability, and between F0 and intelligibility. Also, a significant correlation emerged between acceptability and intelligibility. Findings emphasized the importance of categorizing esophageal speakers into groups based on their speech proficiency level.

Auditory, Visual, and Auditory–Visual Perception of Emotions by Individuals With Cochlear Implants, Hearing Aids, and Normal Hearing

This study evaluated the benefits of cochlear implant (CI) with regard to emotion perception of participants differing in their age of implantation, in comparison to hearing aid users and adolescents with normal hearing (NH). Emotion perception was examined by having the participants identify happiness, anger, surprise, sadness, fear, and disgust. The emotional content was placed upon the same neutral sentence. The stimuli were presented in auditory, visual, and combined auditory-visual modes. The results revealed better auditory identification by the participants with NH in comparison to all groups of participants with hearing loss (HL). No differences were found among the groups with HL in each of the 3 modes. Although auditory-visual perception was better than visual-only perception for the participants with NH, no such differentiation was found among the participants with HL. The results question the efficiency of some currently used CIs in providing the acoustic cues required to identify the speakers emotional state.

Pragmatic Abilities of Children With Hearing Loss Using Cochlear Implants or Hearing Aids Compared to Hearing Children

This study characterized the profile of pragmatic abilities among 24 children with hearing loss (HL) aged 6.3-9.4 years, 13 using hearing aids (HAs) and 11 using cochlear implants (CIs), in comparison to those of 13 hearing children with similar chronological and language ages. All the children with HL used spoken language, attended regular schools, and received communication therapy twice a week. They had no disabilities other than the HL. We assessed pragmatic abilities using the pragmatic protocol of C. A. Prutting & D. M. Kirchner (1987. A clinical appraisal of the pragmatic aspects of language. Journal of Speech and Hearing Disorders, 52, 105-119), which includes verbal, nonverbal, and paralinguistic aspects. Findings showed that children with HL used varied pragmatic functions but revealed more incidents of inappropriate use of the different abilities, compared to hearing children. Intergroup differences were significant only for verbal parameters. No differences emerged between children who used CIs vs. HAs. It seems that the CI group had the same pragmatic abilities as severe HA children. The different or less effective pragmatic abilities of children with HL may be explained by less flexible use of language structures, difficulties in theory of mind, difficulties in auditory perception of spoken language, and less exposure to varied pragmatic situations and strategies. Results indicated the need to incorporate pragmatic communication abilities into rehabilitation programs.

The Hebrew Vowel System: Raw and Normalized Acoustic Data

It is well known that different languages use different vowel systems interms of variety and number. The Hebrew vowel system consists of five vowels /i, e, a, o, u/. The present research identified the acoustic features of the vowels produced by Hebrew speakers differing in age and sex. Ninety speakers (men, women, boys, and girls) were recorded. The vowels were presented in a nonword context that was placed in a meaningful Hebrew sentence. The data included measurements of F0, F1, F2, F3, F4, and vowel duration for the five different vowels produced by the four groups of participants. Conversion of the physical frequency measures of formants into a critical band (bark) scale was performed as well. The results indicated that the F2/F1 ratio is a distinctive feature of all five vowels, keeping with the findings of previous research in other languages. Nevertheless, the values of the F2/F1 ratios led to an overlap between different vowels producedby different groups of speakers. Applying the bark transformation as speaker normalization procedure succeeded in reducing speaker differences while increasing vowel differences.

Assessment of school functioning among Israeli Arab children with hearing loss in the primary grades.

The study examined school functioning of Israeli Arab children with hearing impairment (HI) who were included in regular education classrooms, in comparison to their classmates with normal hearing (NH). Ninety-three children (60 NH and 33 HI), grades 1–6, participated. Teachers evaluated the children using the Arabic version of the Screening Instrument for Targeting Educational Risks (SIFTER; Anderson, 1989); they also reported childrens achievement levels in Arabic and mathematics. Results demonstrated that the HI childrens functioning was lower than that of the NH children. Children with unilateral and minimal hearing losses had lower functioning than those with more severe hearing loss. As grade level increased, functioning decreased among HI children. Use of the SIFTER was beneficial in detecting children with difficulties. Regular, ongoing SIFTER use and appropriate follow-up on the results may better enable each child to perform optimally in class.

Social Competence, Sense of Loneliness, and Speech Intelligibility of Young Children With Hearing Loss in Individual Inclusion and Group Inclusion

The study focused on social competence (SC) and perceived sense of loneliness of preschool children with hearing loss (HL) in group inclusion (GI, a small group of children with HL is integrated in a standard classroom) and individual inclusion (II, each child with HL is individually integrated into a standard classroom). The relations between these factors and the childs speech intelligibility were performed. Sixty-four children aged 4-7 years participated: 22 from an II and 42 from a GI. SC, perceived sense of loneliness, and speech intelligibility were evaluated through the use of questionnaires completed by the preschool teachers. The results showed that the SC of children in II was higher than the SC of the children in GI, while interacting with normal hearing (NH) children. In GI, the childrens SC with other children with HL was higher compared with their SC with NH children. In both groups, there were relationships between speech intelligibility and SC with NH children. In addition, in the II setting, there were relationships between the speech intelligibility and the perceived sense of loneliness. These relationships were not found in the GI setting. The findings support the need for coenrollment of preschool children with HL and emphasize the crucial impact of speech intelligibility of children with HL on the success of their social enrollment with NH children, already at a young age.

Reciprocal nominations, reciprocal rejections and loneliness among students with learning disorders

Abstract The study examined the relations between reciprocal nominations, reciprocal rejections and loneliness among children with learning disorders. The sample consisted of 238 Israeli students: 110 students with learning disorders (LD) and 128 students with no LD (NLD) drawn from 2nd to 6th Grades (ages: M = 9.83 years, SD = 1.35). Participants were assessed on: loneliness, sense of coherence, friendship quality, reciprocal friendship and reciprocal rejection nominations. Hierarchical multiple regression analysis revealed that loneliness experience was significantly predicted by sense of coherence, peer reciprocal rejection and conception of friendship qualities. Students with LD who had at least one reciprocal rejection with a classmate felt more lonely and less coherent than did their NLD peers. Within the LD group, those children who had at least one reciprocal rejection with a classmate felt more lonely and less coherent than did LD children who had no reciprocal rejection. Such significant within‐...

Understanding of Emotions and False Beliefs Among Hearing Children versus Deaf Children

Emotion understanding and theory of mind (ToM) are two major aspects of social cognition in which deaf children demonstrate developmental delays. The current study investigated these social cognition aspects in two subgroups of deaf children-those with cochlear implants who communicate orally (speakers) and those who communicate primarily using sign language (signers)-in comparison to hearing children. Participants were 53 Israeli kindergartners-20 speakers, 10 signers, and 23 hearing children. Tests included four emotion identification and understanding tasks and one false belief task (ToM). Results revealed similarities among all childrens emotion labeling and affective perspective taking abilities, similarities between speakers and hearing children in false beliefs and in understanding emotions in typical contexts, and lower performance of signers on the latter three tasks. Adapting educational experiences to the unique characteristics and needs of speakers and signers is recommended.

Categorical perception of speech (VOT) and analogous non-speech (FOT) signals : Behavioral and electrophysiological correlates

Objective: To determine whether voicing perception is influenced primarily by linguistic experience or if it is due to innate temporal sensitivity to voicing boundaries, by examining behavioral and electrophysiological correlates of speech Voice-Onset-Time (VOT) and nonspeech Formant-Onset-Time (FOT) categorical perception. Design: Behavioral measures and auditory event-related potentials (ERPs) were obtained from 14 normal-hearing Hebrew speakers, whose voicing distinction is different than English, during identification and discrimination of two sets of stimuli: a VOT continuum, created by editing natural productions of /ba/ and /pa/, and an analogous nonspeech continuum, composed of two synthesized formants, varying in their onset time–FOT. Results: VOT and FOT continua yielded similar behavioral identification curves. Differences between the two stimulus types were found in discrimination of within-category differences and in reaction time effects. During identification and discrimination tasks, ERPs were differently affected by the VOT or FOT value of the stimulus: VOT value had a significant effect on N1 latency and on N1 and P2 amplitudes whereas FOT value had a significant effect on P2 amplitude. Additionally, during identification tasks, whereas all speech signals evoked a P3, regardless of overt categorization, only the perceptually “rare” nonspeech stimulus (+15 msec FOT) evoked a P3. Conclusions: Voicing boundaries corresponded to Hebrew VOT values of production, suggesting that voicing perception in Hebrew is mediated mainly by linguistic experience rather than by innate temporal sensitivity. ERP data differed to VOT versus FOT stimuli as early as N1, indicating that brain processing of the temporal aspects of speech and nonspeech signals differ from their early stages. Further studies to establish the neural response patterns to voicing in speakers of languages that use different voicing categories than English are warranted.

Phonological Awareness, Peer Nominations, and Social Competence Among Preschool Children At Risk for Developing Learning Disabilities

This study examined the relations between phonological awareness skills and social-emotional competence among preschool children who were considered at risk for developing learning disabilities. Phonological awareness skills, loneliness, sense of coherence, and peer acceptance of 98 children with an age range from 5.0 to 6.4 years (39 with a high risk for developing learning disabilities and 59 nondisabled peers) were assessed. The children at risk differed significantly from the nondisabled children on all measures. Their scores on the phonological awareness measures were lower, they viewed themselves as more lonely, felt less confident about their world, and they were less accepted by their peers. Subgrouping, using the sense of coherence and the combined phonological measure as criteria, revealed that the largest number of children at risk were in the group with lowest levels of coherence and phonological awareness skills. The smallest proportion of high risk children was found in the group characterised by its high sense of coherence and high level of phonological awareness. Thus, children at risk for developing learning disabilities revealed two groups of deficits: phonological awareness difficulties and social-emotional difficulties. The results emphasised the need to examine interrelations between peer acceptance and both cognitive-phonological awareness and emotional domains.