儿童英语和西班牙语言语识别测试的开发：来自听力正常与听力损失儿童声场数据的研究
Development of the Children's English and Spanish Speech Recognition Test: Sound Field Data From Children With and Without Hearing Loss.
文献信息
| PMID | 42747411 |
|---|---|
| 原文 | 在 PubMed 查看原文 ↗ |
| 发表日期 | 2026 |
| 作者 | Emily Buss |
| 作者单位 | Department of Otolaryngology/HNS, University of North Carolina at Chapel Hill, Chapel Hill, North Carolina, USA. |
| 期刊 | Ear and hearing |
| SCI 分区 | Q1 |
| IF | 3.6 |
| 研究类型 | 临床研究 · 临床 |
| 所属专科 | 耳科 |
中文摘要
目的： 声场中的言语感知测试在评估听力损失儿童，尤其是使用感官辅助设备的儿童的治疗效果方面发挥着重要作用。本报告的目标是：（1）使用以语音整形噪声或双说话人言语呈现的英语或西班牙语目标刺激，建立儿童英语和西班牙语言语识别测试（ChEgSS）在声场中的常模数据；（2）提供听力损失儿童在声场中ChEgSS的初步数据，以指导在美国多家儿科听力学诊所进行的ChEgSS大规模评估。
设计： 实验1对听力正常的儿童（4至17岁）在声场中实施ChEgSS，包括英语单语者和西班牙语-英语双语者。实验2对双侧听力损失的儿童在声场中实施ChEgSS，分别在佩戴和不佩戴助听器的情况下进行测试。
结果： 与先前通过耳机呈现ChEgSS所观察到的结果一致，声场中的表现随年龄增长而提高，且言语掩蔽条件下的年龄效应大于噪声掩蔽条件。大多数双语儿童在英语或西班牙语聆听时的结果相似。对于听力损失儿童，佩戴助听器时的ChEgSS得分往往与未佩戴时相似或更好，支持了ChEgSS的声场呈现能够表征适当放大所带来的益处的观点。
结论： 结果表明，使用ChEgSS评估英语单语和西班牙语-英语双语儿童在声场中的言语识别是可行的。
英文摘要
OBJECTIVES: Speech perception testing in the sound field plays an important role in assessing outcomes for children with hearing loss, particularly those who use sensory aids. The goals of the present report were to (1) establish normative data in the sound field for the Children's English and Spanish Speech Recognition test (ChEgSS) using English or Spanish targets presented in speech-shaped noise or two-talker speech, and (2) provide preliminary data on ChEgSS in the sound field for children with hearing loss to guide a large-scale evaluation of the ChEgSS test conducted at multiple pediatric audiology clinics across the U.S.
DESIGN: Experiment 1 administered ChEgSS in the sound field to children (4 to 17 years) with normal hearing, including English monolinguals and Spanish-English bilinguals. Experiment 2 administered ChEgSS in the sound field to children with bilateral hearing loss, tested with and without their hearing aids.
RESULTS: As observed previously for ChEgSS presented over headphones, performance in the sound field improved with age, with larger age effects in the speech masker than in the noise masker. Results for most bilingual children were similar whether listening in English or Spanish. For children with hearing loss, aided ChEgSS scores tended to be similar to or better than those obtained unaided, supporting the idea that sound field presentation of ChEgSS can characterize the benefit associated with appropriate amplification.
CONCLUSIONS: Results indicate the feasibility of using ChEgSS to assess speech recognition in the sound field for English monolingual and Spanish-English bilingual children.