청자의 듣기 경험과 화자의 조음중증도가 인공와우 아동의 말명료도에 미치는 영향
The Influence of Listener’s Experience and Speaker’s Severity on Speech Intelligibility in Children with Cochlear Implants
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Purpose: The current study investigated the effects of the listener’s experience of disordered speech and articulation severity of speakers on single-word intelligibility in children with cochlear implants (CIs). Methods: Two speakers (mild/moderate-to-severe) and 36 listeners (experienced/inexperienced listeners) participated in this study. Speech samples were collected from two children with CIs who was diagnosed with speech sound disorders (SSDs). Single-word intelligibility was judged by 18 mothers of children with SSDs as experienced listeners and 18 adults as inexperienced listeners using an orthographic transcription task. Results: Results of the two-way mixed ANOVA revealed that two main effects were statistically significant. Experienced listeners showed significantly better scores of the intelligibility task than inexperienced listeners. Listeners were better in understanding the words of a speaker that was mild than moderate-to-severe. Two-way interactions were statistically significant, indicating that the articulation severity of speakers differentiated experienced listeners from inexperienced listeners. Conclusion: These results suggest that listening experience of disordered speech was critical to evaluate speech intelligibility of children with CIs, especially in moderate-to-severe speakers.
Abstract
Purpose: The current study investigated the effects of the listener’s experience of disordered speech and articulation severity of speakers on single-word intelligibility in children with cochlear implants (CIs). Methods: Two speakers (mild/moderate-to-severe) and 36 listeners (experienced/inexperienced listeners) participated in this study. Speech samples were collected from two children with CIs who was diagnosed with speech sound disorders (SSDs). Single-word intelligibility was judged by 18 mothers of children with SSDs as experienced listeners and 18 adults as inexperienced listeners using an orthographic transcription task. Results: Results of the two-way mixed ANOVA revealed that two main effects were statistically significant. Experienced listeners showed significantly better scores of the intelligibility task than inexperienced listeners. Listeners were better in understanding the words of a speaker that was mild than moderate-to-severe. Two-way interactions were statistically significant, indicating that the articulation severity of speakers differentiated experienced listeners from inexperienced listeners. Conclusion: These results suggest that listening experience of disordered speech was critical to evaluate speech intelligibility of children with CIs, especially in moderate-to-severe speakers.
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