摘要
目的 通过对4~6岁电声双模式助听儿童的高兴、中性及难过3种情感韵律进行研究,探讨不同听觉年龄电声双模式助听儿童的韵律识别能力。方法 选取2022年9月至2023年12月某幼儿园就读的生理年龄4~6岁,听觉年龄1~4岁的电声双模式助听儿童32例,按照听觉年龄分为1.5岁组4例、2岁组6例、2.5岁组6例、3岁组6例、3.5岁组4例及4岁组6例。采用华东师范大学康复科学系自制的15个日常用句,分别用高兴、中性和难过3种不同的情感语气读出,让电声双模式助听儿童识别,共45句。分析不同听觉年龄对高兴、难过和中性3种情感韵律的识别能力。结果 1.5岁组、2岁组、2.5岁组、3岁组、3.5岁组及4岁组的情感韵律识别能力得分比较,差异无统计学意义(F=1.246,P>0.05)。6组3种不同类型情感韵律识别能力比较,差异无统计学意义(F=1.174,P>0.05),情感韵律类型和听觉年龄组之间无交互作用,差异无统计学意义(F=0.980,P>0.05)。6组不同听觉年龄情感韵律识别的正确率比较,差异有统计学意义(F=4.106,P<0.01)。结论 听觉年龄1~4岁的大龄电声双模式助听儿童,情感韵律识别能力随听觉年龄的增长而升高;但不同听觉年龄对高兴、难过和中性3种情感韵律的识别不存在差异。随着听觉年龄的增长,要重视大龄电声双模式助听儿童情感韵律识别能力的训练。
Objective To report emotional prosody recognition in children with different durations of dual mode electroacoustic stimulation in response to sentences with happy,neutral or sad tone.Methods Children(n=32,aged 4-6years) aided by electroacoustic dual mode stimulation of different durations(1-4 years) were enrolled from 9/2022 to12/2023 and grouped based on duration of aiding,i.e.1.5(4 cases),2(6 cases),2.5(6 cases),3(6 cases),3.5(4 cases)and 4 years(6 cases).Each child listened to 15 sentences,compiled by the Department of Rehabilitation science,East China Normal University,repeated in three different emotional prosodies of happiness,neutrality and sadness,and the emotional prosody recognition capability was compared among groups.Results The overall emotional prosody recognition capability and recognition of each emotional prosody were not significant different among the groups(F=1.246,P>0.05 and F=1.174,P>0.05,respectively),with no correlation between affective prosody type and duration of aiding(F=0.980,P>0.05).The rate of correct emotional prosody recognition showed statistically significant differences among the different groups of duration of aiding(F=4.106,P<0.01).Conclusion The emotional prosodies recognition capabilities improves during the first 1 to 4 years of use of dual mode electroacoustic stimulation,with no difference in recognition of happiness,neutrality and sadness.It is important to emphasize emotional prosodies recognition training in this stage of auditory rehabilitation.
作者
刘晓明
孙颖
金星
KIM HaKyung
刘建菊
LIU Xiaoming;SUN Ying;JIN Xing;KIM Ha Kyung;LIU Jianju(Special Education College,Beijing Union University,Beijing 100075,China;不详)
出处
《中华耳科学杂志》
CSCD
北大核心
2024年第3期411-414,共4页
Chinese Journal of Otology
基金
2023年度国家社会科学基金教育学一般项目(BHA230142)。
关键词
听障儿童
双模式助听
韵律识别
人工耳蜗植入儿童
hearing impaired children
electroacoustic stimulation-dual mode
emotional prosody recognition
co‐chlear implanted children
