• Journal of Biomedical Engineering Research
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• v.28 no.2
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• pp.271-279
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• 2007

We suggest a novel method for the evaluation of cochlear implant (CI) speech processing strategy based on neural spike train decoding. From formant trajectories of input speech and auditory nerve responses responding to the electrical pulse trains generated from a specific CI speech processing strategy, optimal linear decoding filter was obtained, and used to estimate formant trajectory of incoming speech. Performance of a specific strategy is evaluated by comparing true and estimated formant trajectories. We compared a newly-developed strategy rooted from a closer mimicking of auditory periphery using nonlinear time-varying filter, with a conventional linear-filter-based strategy. It was shown that the formant trajectories could be estimated more exactly in the case of the nonlinear time-varying strategy. The superiority was more prominent when background noise level is high, and the spectral characteristic of the background noise was close to that of speech signals. This confirms the superiority observed from other evaluation methods, such as acoustic simulation and spectral analysis.

• Journal of Audiology & Otology
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• v.24 no.2
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• pp.61-70
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• 2020

Background and Objectives: To assess the academic performance, communication skills, and psychosocial development of prelingual deaf children with cochlear implants (CIs) attending mainstream schools, and to evaluate the impact of auditory speech perception on their classroom performance. Subjects and Methods: As participant, 67 children with CI attending mainstream schools were included. A survey was conducted using a structured questionnaire on academic performance in the native language, second language, mathematics, social studies, science, art, communication skills, self-esteem, and social relations. Additionally, auditory and speech performances on the last follow-up were reviewed retrospectively. Results: Most implanted children attending mainstream school appeared to have positive self-esteem and confidence, and had little difficulty in conversing in a quiet classroom. Also, half of the implanted children (38/67) scored above average in general academic achievement. However, academic achievement in the second language (English), social studies, and science were usually poorer than general academic achievement. Furthermore, half of the implanted children had difficulty in understanding the class content (30/67) or conversing with peers in a noisy classroom (32/67). These difficulties were significantly associated with poor speech perception. Conclusions: Improving the listening environment for implanted children attending mainstream schools is necessary.

• Journal of Audiology & Otology
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• v.25 no.4
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• pp.217-223
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• 2021

Background and Objectives: In cochlear implant (CI) surgery, the results and causes of revision and reimplantation may guide surgeons in establishing surgical protocols for revision surgery with safe audiological outcomes. The aim of this study was to review our experience in terms of etiology, surgical strategy, and hearing outcomes in pediatric patients who underwent CI removal and reimplantation. Subjects and Methods: All patients received implants of the same brand. Pre and postoperative Categories of Auditory Performance score and aided free-field pure tone audiometry thresholds were noted. In vivo integrity tests were performed for each patient and the results of ex vivo tests of each implant were obtained from manufacturer. Results: A total of 149 CIs were placed in 121 patients aged <18 years. The revision rate in children was 6.7% (10/121 children). Six patients had a history of head injury leading to a hard failure. The causes of reimplantation in others were soft failure (n=1), electrode migration (n=1), infection (n=1), and other (n=1). All patients showed better or similar postreimplantation audiological performance compared with pre-reimplantation results. Conclusions: It is very important to provide a safe school and home environment and educate the family for reducing reimplantation due to trauma. Especially for active children, psychiatric consultation should be continued postoperatively.

• Korean Journal of Audiology
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• v.25 no.4
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• pp.217-223
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• 2021

Background and Objectives: In cochlear implant (CI) surgery, the results and causes of revision and reimplantation may guide surgeons in establishing surgical protocols for revision surgery with safe audiological outcomes. The aim of this study was to review our experience in terms of etiology, surgical strategy, and hearing outcomes in pediatric patients who underwent CI removal and reimplantation. Subjects and Methods: All patients received implants of the same brand. Pre and postoperative Categories of Auditory Performance score and aided free-field pure tone audiometry thresholds were noted. In vivo integrity tests were performed for each patient and the results of ex vivo tests of each implant were obtained from manufacturer. Results: A total of 149 CIs were placed in 121 patients aged <18 years. The revision rate in children was 6.7% (10/121 children). Six patients had a history of head injury leading to a hard failure. The causes of reimplantation in others were soft failure (n=1), electrode migration (n=1), infection (n=1), and other (n=1). All patients showed better or similar postreimplantation audiological performance compared with pre-reimplantation results. Conclusions: It is very important to provide a safe school and home environment and educate the family for reducing reimplantation due to trauma. Especially for active children, psychiatric consultation should be continued postoperatively.

• Korean Journal of Audiology
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• v.24 no.2
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• pp.61-70
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• 2020

Background and Objectives: To assess the academic performance, communication skills, and psychosocial development of prelingual deaf children with cochlear implants (CIs) attending mainstream schools, and to evaluate the impact of auditory speech perception on their classroom performance. Subjects and Methods: As participant, 67 children with CI attending mainstream schools were included. A survey was conducted using a structured questionnaire on academic performance in the native language, second language, mathematics, social studies, science, art, communication skills, self-esteem, and social relations. Additionally, auditory and speech performances on the last follow-up were reviewed retrospectively. Results: Most implanted children attending mainstream school appeared to have positive self-esteem and confidence, and had little difficulty in conversing in a quiet classroom. Also, half of the implanted children (38/67) scored above average in general academic achievement. However, academic achievement in the second language (English), social studies, and science were usually poorer than general academic achievement. Furthermore, half of the implanted children had difficulty in understanding the class content (30/67) or conversing with peers in a noisy classroom (32/67). These difficulties were significantly associated with poor speech perception. Conclusions: Improving the listening environment for implanted children attending mainstream schools is necessary.

• Proceedings of the KOSOMBE Conference
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• v.1993 no.11
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• pp.175-179
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• 1993

A Study on the speech processing and coding strategy for cochlear implants have been developed to create a speech signal processing system which extracts stimulus parameter including formants, pitch, amplitude information. In this study we have presented the method which extracts characteristic information of speech signal and adapt patients with hearing handicap.

• Journal of radiological science and technology
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• v.25 no.1
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• pp.35-37
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• 2002

To assess the new multichannel cochlear implant by radiography in Stenver's projection, because MRI generates artifacts, inducing an electrical current and causing device magnetization. CT is relatively expensive and the metal electrodes scatter the image. Multichannel cochlear implant insertion using the multichannel cochlear implant device. Patients underwent postoperative radiography of their implants. The radiographs were obtained in a Stenver's. The insertion depth of the implant was measured on the radiographs and the results were correlated with the surgical results of insertion depth and with audiometric tests. Patients a correct inserted electrode was found, while in patient complications concerning the electrode were noticed. Radiographs in the Stenver's projection are sufficient for the postoperative assessment of the multichannel cochlear implant device and an exact evaluation of the insertion depth.

• Clinical and Experimental Otorhinolaryngology
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• v.11 no.4
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• pp.250-258
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• 2018

Objectives. To compare narrative skills between fourth and fifth grades of Persian-speaking students with hearing impairments and typical hearing students of the same grade and also to evaluate the effects of group, sex, hearing age, and educational grade of the students on their spoken/written narrative performance. Methods. The subjects were 174 students aged 10-13 years, 54 of whom wore cochlear implants, 60 suffered from moderate to severe hearing losses and wore hearing aids, with the remaining 60 students being typical hearing in terms of the sense of hearing. The micro- and macrostructure components of spoken and written narrative were elicited from a pictorial story (The Playful Little Elephant) and then scored by raters. Results. Compared to the typical hearing, the students with hearing impairments had significantly lower scores in all of the microstructure components of narratives. However, the findings showed no significant difference among different groups in macrostructure components of narratives. It was also revealed that the students had equal performance in spoken and written narrative. Finally, factor analysis manifested that group, sex, hearing age, and educational level of children might alter the outcome measures in various interactions. Conclusion. Although cochlear implantation was more effective than hearing aid on spoken and written narrative skills, the Persian-speaking students with hearing impairments were seen to need additional trainings on microstructure components of spoken/written narrative.

• Phonetics and Speech Sciences
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• v.12 no.1
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• pp.75-83
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• 2020

The purpose of this study was to examine how a singing program using self-voice monitoring for children with cochlear implants (CI) influences on the intonation and the accuracy of pitch production. To verify and estimate the effectiveness, a program was conducted with participants of 7 prelingual CI users, whose aged between 4 years and 7 years. The program adopted three stages from the self-voice monitoring: Listen, Explore, and Reproduce (LER stage). All participants received 8 singing sessions over 8 weeks, including pre-test, intervention, and post-test. For the pre and post-test, participants' singing of an excerpt of a song "happy birthday" and speaking three assertive sentences and three interrogative sentences were recorded and analyzed in terms of the intonation slopes at the end of the sentences and the melodic contour. From the sentence speeches, we found that the intonation slopes of the interrogative sentences significantly improved as they showed similar patterns with that of the average normal hearing group. Also, in regard to singing, we observed that the melody contour had progressed, as well as the range of pitch production had extended. The positive result from the intervention indicates that the singing program was effective for children with CI to develop the intonation skill and accuracy of pitch production.

• Journal of Music and Human Behavior
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• v.21 no.1
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• pp.29-47
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• 2024

The purpose of this study was to investigate how children with cochlear implants (CI) perceive emotion in music depending on mode and tempo cues, and to compare them to NH children. Participants in this study included 13 CI children who were implanted with either unilateral or bilateral cochlear implants aged between 7 and 13 years, 36 NH children, and 20 NH adults. The musical stimuli used in this study were piano recordings in either major or minor mode, with tempos of 130 bpm and 56 bpm. A comparison of the emotion perception levels of NH children and NH adults before the experiment showed that there was no significant difference between the two groups. Meanwhile, the way they perceive different emotions from each music condition varies, in that CI children perceived all music conditions except as happy, while NH children perceived music in a major key as happy and music in a minor key as sad. It supports that CI children tend to rely primarily on tempo cues to process and identify emotional information from music, which is contrary to NH children. It is important to note that this study enhanced and specified the understanding of how CI children perceive music emotion and use specific musical elements in the process. These findings indicate baseline data on emotion perception in music in CI children.