Biomedical subjects

Tova Most

Publications and source records attributed to Tova Most.

8 recordsLinked to original sources

PubMed2007

Categorical Perception of Speech (VOT) and Analogous Non-Speech (FOT) signals: Behavioral and electrophysiological correlates.

OBJECTIVE: To determine whether voicing perception is influenced primarily by linguistic experience or if it is due to innate temporal sensitivity to voicing boundaries, by examining behavioral and electrophysiological correlates of speech Voice-Onset-Time (VOT) and nonspeech Formant-Onset-Time (FOT) categorical perception. DESIGN: Behavioral measures and auditory event-related potentials (ERPs) were obtained from 14 normal-hearing Hebrew speakers, whose voicing distinction is different than English, during identification and discrimination of two sets of stimuli: a VOT continuum, created by editing natural productions of /ba/ and /pa/, and an analogous nonspeech continuum, composed of two synthesized formants, varying in their onset time-FOT. RESULTS: VOT and FOT continua yielded similar behavioral identification curves. Differences between the two stimulus types were found in discrimination of within-category differences and in reaction time effects. During identification and discrimination tasks, ERPs were differently affected by the VOT or FOT value of the stimulus: VOT value had a significant effect on N1 latency and on N1 and P2 amplitudes whereas FOT value had a significant effect on P2 amplitude. Additionally, during identification tasks, whereas all speech signals evoked a P3, regardless of overt categorization, only the perceptually "rare" nonspeech stimulus (+15 msec FOT) evoked a P3. CONCLUSIONS: Voicing boundaries corresponded to Hebrew VOT values of production, suggesting that voicing perception in Hebrew is mediated mainly by linguistic experience rather than by innate temporal sensitivity. ERP data differed to VOT versus FOT stimuli as early as N1, indicating that brain processing of the temporal aspects of speech and nonspeech signals differ from their early stages. Further studies to establish the neural response patterns to voicing in speakers of languages that use different voicing categories than English are warranted.

Acoustic Stimulation↗

PubMed2006

Mothers' stress and expectations as a function of time since child's cochlear implantation.

This study examined stress, attitudes, and expectations among mothers of deaf children who underwent cochlear implantation (CI), as related to time elapsed since surgery. Participants were 64 mothers of such children at different points in the implantation process: candidates, 0-3 years postimplantation, and more than 3 years later. Expectations in communication and academic domains decreased as time since implantation passed. No differences emerged in stress levels between the 3 groups. Higher levels of mothers' and fathers' education correlated with lower stress levels. Older mothers expressed lower levels on the cohesion dimension of family functioning. Findings suggested the need to consider mothers' expectations in the rehabilitation process and to encourage mothers' realistic expectations with regard to the effects of CI.

Adult↗

PubMed2006

Contributions of mother-child storybook telling and joint writing to literacy development in kindergartners with hearing loss.

PURPOSE: This study investigated mother-child storybook telling and joint writing as predictors of early literacy among kindergartners with hearing loss. METHOD: Participants were 30 Israeli kindergartners with hearing loss and their mothers. Early literacy assessments tapped children's alphabetic skills (e.g., word writing, word recognition, and letter knowledge) and linguistic skills (e.g., phonological awareness, general knowledge, and receptive vocabulary). Each mother told her child the story of a wordless book and helped her child write words. Both interactions were videotaped and analyzed. RESULTS: Our major findings showed that maternal storybook telling correlated with linguistic skills, and maternal writing mediation correlated with basic alphabetic skills. A series of 3-step hierarchical regression analyses revealed that beyond children's age, children's degree of hearing loss, and joint writing, storybook telling predicted children's phonological awareness (22%), general knowledge (28%), and receptive vocabulary (18%). Beyond children's age, children's degree of hearing loss, and storybook telling, joint writing predicted word writing (15%), word recognition (31%), and letter knowledge (36%). IMPLICATIONS: Recommendations focused on encouraging parent and teacher awareness about the differential contributions of storybook telling and writing mediation to early literacy. We also advocated enhancing parents' skills for promoting children's literacy.

Case-Control Studies↗

PubMed2006

Assessment of school functioning among Israeli Arab children with hearing loss in the primary grades.

The study examined school functioning of Israeli Arab children with hearing impairment (HI) who were included in regular education classrooms, in comparison to their classmates with normal hearing (NH). Ninety-three children (60 NH and 33 HI), grades 1-6, participated. Teachers evaluated the children using the Arabic version of the Screening Instrument for Targeting Educational Risks (SIFTER; Anderson, 1989); they also reported children's achievement levels in Arabic and mathematics. Results demonstrated that the HI children's functioning was lower than that of the NH children. Children with unilateral and minimal hearing losses had lower functioning than those with more severe hearing loss. As grade level increased, functioning decreased among HI children. Use of the SIFTER was beneficial in detecting children with difficulties. Regular, ongoing SIFTER use and appropriate follow-up on the results may better enable each child to perform optimally in class.

Arabs↗

PubMed2005

Initiations of social interactions by young hearing impaired preschoolers.

This study examined strategies for initiating social interactions with peers, among 4 children with hearing impairment, aged 33 to 36 months, attending a special early education center or a regular kindergarten. The study investigated initiation type (related to partner's hearing status) and rates of initiation success/failure vis-a-vis hearing and deaf partners. Results revealed (a) more initiations in the regular program than in the special program; (b) in the special program, much more successful initiations toward children with hearing impairment than toward hearing children; (c) vocalization as the most frequent strategy used with both hearing and hearing-impaired partners; and (d) referential decisions about their initiations even among young children with hearing impairment (made by changing frequencies of various strategies according to partner's hearing status). The discussion addressed implications regarding integration of children with hearing impairment into regular educational settings.

Child, Preschool↗

PubMed2005

Relationships among professionals' knowledge, experience, and expectations regarding cochlear implants.

THE PRESENT STUDY examined the relationships between teachers' and communication clinicians' self-reported knowledge on cochlear implants and their expectations of CIs. The authors also explored these professionals' views regarding the child's communication mode, educational setting, and social options following cochlear implantation. The participants were 47 teachers of deaf students and 35 communication clinicians. The results showed that there were no significant differences between the two groups in self-reported knowledge on CI. Both groups knew very little about mapping, costs, or insurance, and reported good knowledge about candidacy. Expectations from CIs were moderate to high, and were significantly related to respondents' knowledge and specific experience with CIs. Most professionals in both groups supported spoken-language communication, individual inclusion, and social exposure to children with normal hearing as well as to children with hearing impairments.

Adolescent↗

PubMed2003

The use of repair strategies: bilingual deaf children using sign language and spoken language.

The language effects on repair strategies employed by 7 bilingual deaf children (native signers who also used spoken language) was examined. During two sessions--one conducted in sign language and the other in spoken language--each child described a picture. The examiner stopped the child twice to request clarification. The children's responses to the requests were coded into seven repair strategies. Results indicated that language mode significantly influenced repair strategy behavior: In sign language, the children used a greater frequency, variety, and level of strategies. The position of the clarification request also had an effect: Later in the sequence, the children used more advanced strategies. It was assumed that these native signers evidenced a higher language level in sign, which allowed them to use more advanced communicational strategies in sign than in spoken language. This performance gap should be considered in intervention.

Adolescent↗

PubMed2002

The effectiveness of an intervention program on hearing aid maintenance for teenagers and their teachers.

The impact of an intervention program on hearing aid functioning and maintenance was evaluated. The program targeted 29 teenagers who wore hearing aids, and 7 of their teachers. Using an A-B-A paradigm, the researcher monitored student and clinician reports on the hearing aids' functioning over a 12-week period that began before intervention and concluded 3 weeks after intervention ended. Pretest and posttest student and teacher questionnaires tapped these two groups' knowledge and attitudes concerning hearing aids. The 6-week intervention comprised theoretical and practical instruction in hearing aid maintenance. The number of functioning hearing aids increased significantly following intervention, and continued to increase even after intervention ended. The gap between student and clinician reports on the functional status of the hearing aids was widest in the study's first stage and narrowest--indeed, negligible--in the third. The questionnaire results indicated that both students and teachers acquired new knowledge. The study findings underscore the need for intervention programs in hearing aid maintenance and their benefits to adolescent students and their teachers.

Adolescent↗