Sound Categorization and Identification in Prelingually Deaf Children with Cochlear Implants
The language used in the description reflects the language of the session.
Katy Chen, BA, University of British Columbia, Department of Psychology; Adriel John Orena, PhD, University of British Columbia, Department of Psychology; Ruth Chia, MSc, RAUD, BC Children's Hospital, Cochlear Implant Services; Frederick Kozak, MD, FRCSC, University of British Columbia, Faculty of Medicine; BC Children's Hospital, Cochlear Implant Services; Janet Werker, FRSC, PhD, University of British Columbia, Department of Psychology.
Cochlear implant (CI) devices do not reliably transform all acoustic features, and thus may affect categorization and recognition of everyday sounds. We compared auditory categorization and sound recognition of human-generated vs environment in prelingually-deaf children with CIs (N=10) to 29 age-matched normal hearing peers (NH) in two online game-based tasks using Zoom. The CI and NH group performed similarly when listening to human-generated sounds (e.g. vocalization, laughter), but children with CIs had more difficulty categorizing and identifying some of the environmental sounds (e.g. household sounds, instruments). These results have important implications for understanding how children with CIs process environmental sounds.