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IntroductionThe acoustic limitations of cochlear implants (CIs) can lead to perceptual limitations and consequently to imprecise phonological representations and production difficulties. The aim of the study is to document the phonological and phonetic skills of children with CIs and their typically hearing peers. Phonetically, three types of segments were targeted, each characterized by contrasting acoustic information: nasal/oral vowels, fricative segments, and voiced/voiceless stops.MethodsForty-seven typically hearing children (TH) and 23 children with CIs performed a picture-naming task. Productions were analyzed to obtain phonological measures (percentages of correct phonemes, types of errors), and various acoustic measures were collected to characterize the productions on the three types of segments investigated. Multiple factor analyses were conducted to study productive profiles on the various acoustic measures, and the dimensions were correlated with phonological measures.ResultsThe results showed lower performance in lexical (target word retrieval) and phonological (percentages of correct phonemes) skills among children with CIs (CI group), although with better performances among children exposed to CS. Acoustically, children in the CI group exhibited productions significantly different from those of the TH group in terms of the distinction of fricative consonants, marking nasalization through nasal resonance cues, and in the production of voiceless stops. However, the CI group demonstrated compensatory strategies (lengthening of VOT for voiced stops, marking of nasalization through oropharyngeal configuration cues).ConclusionsThe results indicate that children with CIs are at risk of experiencing difficulties in both phonetic and phonological domains. However, there are opportunities for compensation through the exploitation of acoustic cues better coded by the CI and/or through perceptual means (utilization of visual cues). |
