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Razumevanje govora je kompleksan proces koji podrazumeva percepciju,prepoznavanje i interpretaciju jezičkih simbola. Za razumevanje govorne porukeneophodna je očuvanost svih struktura koje učestvuju u prijemu, prenosu irazumevanju jezičkih informacija. Integritet čula sluha, auditivnog puta,primarnih, sekundarnih i tercijarnih kortikalnih centara, obezbeđujeanatomsko-fiziološku osnovu percepcije govora. Duboko oštećenje sluha ima zaposledicu poteškoće u percepciji, produkciji i razvoju govora i jezika. Jednaod indikacija za kohlearnu implantaciju je upravo duboko senzorineuralnooštećenje sluha, perceptivnog tipa.Razvoj govora i jezika podrazumeva između ostalog upotrebu i razumevanjegramatičkih kategorija jezika. Očuvan sluh je jedan od osnovnih preduslova zarazvoj gramatike. Upravo ispitivanjem upotrebe i razumevanja glaglskih vremenamože se pratiti usvajanje jezika kod dece nakon kohlearne implantacije.Mnoge vremenske dimenzije mogu uticati na razumevanje i upotrebugramatičkih vremena, a to su: dužina trajanja rehabilitacije, hronološki uzrastdeteta na početku rehabilitacije, uzrast deteta u vreme implantacije i slušnoiskustvo deteta nakon implantacije.Reorganizacije kortikalnih centara se dešava u zavisnosti odhronološkog uzrasta deteta u vreme implantacije. Poznato je da deca koja sukasnije implantirana slušaju na drugačiji način od dece koja su implantiranapre treće godine. Kortikalni centri koji imaju funkciju primanja i obradezvučnih signala pomereni su prema vidnoj zoni. Smatra se da pomeranje ovihauditivnih centara prema vidnoj zoni remeti slušanje tako da ova deca imajuproblem sa usvajanjem i razumevanjem gramatike. To je naročito izraženo kodpomoćnih glagola i perfekta.Deca sa kohlearnim implantom usvajaju jezik istim redom kao i čujućapopulacija, ali na kasnijem uzrastu. Potrebno je pratiti usvajanje i razumevanjeglagolskih vremena više godina nakon kohlearne implantacije Understanding speech is a complex process which implies perception,recognition and understanding language signs. To understand an audio message, allstructures involved in receiving, transmitting and understanding the information must bepreserved. The sense of hearing integrity, auditory path, primary, secondary and tertiarycortical centres secure the anatomical-physiological base of speech perception. Lesionson any of these structures can cause difficulty or inability to understand speech.Depending on what anatomical part is damaged, a lesion can be of central or peripheralorigin. Central lesions are tied to the auditory path, cortical centre and subcortical sails.Conductive or perceptive part of hearing aid falls under peripheral lesions and they leadto the conductive, perceptive or mixed type hearing impairment.This development implies among other things the use and understandinggrammatical of categories of language. Preserved hearing is one of the basic conditionsfor developing grammar. The development of language skills in children with cochlearimplants can be followed by researching the use and understanding of tenses.The understanding and the use of grammatical categories can be influenced bymany time dimensions, and those are: the duration of rehabilitation, the chronologicalage of the child at the beginning of the rehabilitation, the age of the child at the time ofimplantation and hearing experience of the child after the implantation.Reorganization of the cortical centres depends on the chronological age of thechild at the time of the implantation. It is known that children that received implantslater on hear in a different way than the children who received implants before the ageof 3. Cortical centres which have the function of receiving and processing auditorysignals are moved towards the visual zone. It is thought that the moving of theseauditory centres is disrupting the hearing so that these children have a problem withadopting and understanding grammar. It is particularly expressed in the use of primaryauxiliaries and perfect.Children with cochlear implants develop language skills in the same order aschildren with preserved hearing, but at a later age... |
