Download 13th International Conference on Cochlear Implants and Other

yes no Was this document useful for you?
   Thank you for your participation!

* Your assessment is very important for improving the work of artificial intelligence, which forms the content of this project

Document related concepts

Auditory system wikipedia, lookup

Audiology and hearing health professionals in developed and developing countries wikipedia, lookup

Earplug wikipedia, lookup

Olivocochlear system wikipedia, lookup

Dysprosody wikipedia, lookup

Sensorineural hearing loss wikipedia, lookup

Noise-induced hearing loss wikipedia, lookup

Hearing loss wikipedia, lookup

Speech perception wikipedia, lookup

Telecommunications relay service wikipedia, lookup

Auditory and gestural influences on song learning in children with cochlear implants
Vongpaisal T. , Caruso D. , Yuan Z.C.
MacEwan University, Psychology, Edmonton, Canada
Music perception of cochlear implants (CI) users is constrained by the absence of salient musical pitch cues, yet
musical timing cues are largely preserved by current devices. The task at hand becomes one of optimizing the
cues that are available to CI users by exploring ways that musical cues are encoded simultaneously across
multiple modalities. We examined how learning tasks that engage active music listening and movement through
dance might enhance the song learning skills of deaf children with CIs. Ten CI children (M = 7.2 years, SD = 2.9;
range = 5.5 to 11.7 years) and age-matched hearing controls learned new songs in two contexts: 1) by listening
alone, and 2) dancing to music. Their song learning skills were assessed in a subsequent task that tested their
ability to identify the original version, as well as melodic and mistuned renditions of songs. Kinematic information
of their dances was extracted by motion capture technology and the associations with acoustic features in songs
were examined. While our findings indicate that movement in conjunction with music listening have modest gains
in enhancing identification of novel song renditions in the short-term, greater long-term potential for learning is
indicated by CI children's ability to move in synchrony to the beat at levels comparable to hearing age-matched
peers. Methods that encourage CI children to engage auditory and motor modalities in music learning may be
particularly effective in consolidating representations of music in memory than those achieved by listening alone.