给声方法对人工耳蜗植入儿童词汇识别的影响研究

目的分析不同的给声方法（口声给声／录音给声）对人工耳蜗（CochlearImplant，CI）植入儿童开放式词汇识别能力的影响，为CI儿童词汇识别能力评估给声方法的选取提供借鉴。方法分别采用口声给声和录音给声方式对39名能够进行开放式词汇识别测试的语前聋CI儿童进行评估。采用标准版汉语普通话儿童词汇相邻性测试（LexicalNeighborh00dTest，LNT）词表为评价素材，分别获得不同给声方法下的正确识别率。结果①口声给声组受试儿童双音节易词、双音节难词、单音节易词及单音节难词平均正确识别率依次为78．67％、65．18％、68．32％$n58．41％。分析显示双音节词正确识别率显著高于单音节词（P〈0．001），易词正确识别率显著高于难词（P〈0．001），②录音给声组受试儿童双音节易词、双音节难词、单音节易词及单音节难词平均正确识别率依次为64．67％、50．81％、58．32％和45．14％。研究显示双音节词正确识别率高于单音节词（P〈0．001），易词正确识别率高于难词（P〈0．001）。③口声给声组的双音节易词、双音节难词、单音节易词和单音节难词得分均显著高于录音给声组（P〈0．001），且口声给声组的个体差异高于录音给声组。结论录音给声时测试结果具备较好的一致性。在言语识别能力纵向跟踪和多中心研究中，录音给声为首选的给声方法。

The Influence of the Mode of Stimulus on Word Recognition of Children with Cochlear Implants

Oblectivo To investigate the effects of the mode of stimulus （e.g. live voice or recorded voice） on the speech recognition of children with cochlear implants （CI）. Mothads Thirty-nine subjects were divided into live voice stimulus group and recorded voice stimulus group randomly. The Standard Chinese version of the Lexical Neighborhood Test（LNT）was used in the evaluation. The subjects were instructed to repeat the sound they heard, and the performance was scored as the percentages of the words correctly identified. Results （1） For the live voice group, the correct recognition rates of disyllabic easy, disyllabic hard, monosyllabic easy and monosyllabic hard words were 78.67%, 65.18%, 68.32% and 58.41%, respectively.The statistical analysis showed that the score of disyllabic word recognition was significantly higher than that of monosyllabic word recognition（P〈0.001）, and the score of easy word recognition was significantly higher than that of hard word recognition（P〈0.001）. （2） For the recorded voice group, the correct recognition rates of disyllabic easy, disyllabic hard, monosyllabic easy and monosyllabic hard words were 64.67%, 50.81%, 58.32% and 45.14%, respectively. The results indicated that the performance was significantly better in disyllabic words than in monosyllabic words（P〈0.001）, and the performance was significantly better in easy words than in hard words（P〈0.001）. （3）The scores of disyllabic easy, disyllabic hard, monosyllabic easy and monosyllabic hard word recognition were significantly higher in live voice group than those in recorded voice group（（P〈0.001）, and the individual differences were more significant in live voice group than in recorded voice group. Conolusion The recorded voice can achieve more consistency,so it is the first choice for speech recognition tests in longitudinal follow- up and multicenter research programs.