| 학령기 난청아동의 교실소음 속 어음 및 환경음 인지에 관한 연구 |
| 김연주1,2, 이재희1 |
1한림국제대학원대학교 청각학과
2서울삼성학교 |
| A study of the Speech and Environmental Sound Recognition in the Classroom
Noise for School-aged Children with Hearing Loss |
| Yeon Joo Kim1,2, Jae Hee Lee1 |
1Department of Audiology, Hallym University of Graduate Studies, Seoul, Korea
2Seoul Samsung School for the Deaf, Seoul, Korea |
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Received: May 10, 2012; Revised: June 11, 2012 Accepted: June 12, 2012. Published online: June 30, 2012. |
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| ABSTRACT |
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This study aimed to measure accuracy of speech (monosyllables and sentences) and environmental sound recognition in the children
with hearing aids (HA, N = 17) or cochlear implants (CI, N = 22) when listening in the classroom noise. Nine normal-hearing children
participated as a control group. The classroom noise was recorded either just right before the class or during the break time. All the
target sounds were presented at 65 dB SPL, and 5 dB signal-to-noise ratio was used between the target and noise sounds. Additionally,
the usage of sign launage, CHAPPS (Children’s Auditory Processing Performance Scale), forward/backward digit span, KISE-KIT
(Korea Institute for Special Education-Korea Intelligence Test for children), REVT (Receptive and Expressive Vocabulary Test)
results were obtained for the purpose of correlational analysis. Three main findings were observed as follows. First, the type of noise
significantly affected recognition accuracy of both HA and CI groups. Closed-set environmental sounds were recognized more
accurately than sentence or words for both groups. Overall, children who better recognized the environmental sounds were also
superior to recognize speech in noise. Second, children with more usage of sign language as well as worse CHAPPS and digit span
scores had lower speech recognition performance in noise, regardless the type of stimulus. Third, the environmental sounds having
more repetition pattern and longer duration were more easily recognized for both groups. The analysis of word recognition errors
showed that, regardless of group and noise type, the common error types were no response, response as different words, and
consonant substitution. |
| Key Words:
Speech recognition, Environmental sound recognition, Classroom noise, Effects of sign-language usage. |
| 중심단어:
어음인지, 환경음인지, 교실소음, 수화 사용정도 효과. |
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