Auditory sentence comprehension in children with cochlear implants after simple visual discrimination training with specific auditory-visual consequences

Author(s)

das Neves, Anderson Jonas ^{[1, 2, 3]} ; Moreira Almeida-Verdu, Ana Claudia ^{[1, 3]} ; do Nascimento Silva, Leandra Tabanez ^[4] ; Mortari Moret, Adriane Lima ^{[1, 5]} ; de Souza, Deisy das Gracas ^{[1, 2]}

Affiliation

^[1] Natl Inst Sci & Technol Behav Cognit & Teaching I, Sao Carlos, SP - Brazil

^[2] Univ Fed Sao Carlos, UFSCar, Sao Carlos, SP - Brazil

^[3] Univ Estadual Paulista, UNESP, Ave Engenheiro Luiz Edmundo Carrijo Coube 14-01, BR-17033360 Bauru, SP - Brazil

^[4] Hosp Reabilitacao Anomalias Craniofaciais, HRAC, Bauru, SP - Brazil

^[5] Univ Sao Paulo, USP, Bauru, SP - Brazil

• Document type: Journal article
• Source: LEARNING & BEHAVIOR; v. 49, n. 2 AUG 2020.
• Web of Science Citations: 1

Abstract

The present study evaluated the effects of simple discrimination training with specific consequences on auditory comprehension in children with cochlear implants (CIs). Demonstration of auditory comprehension was based on derived conditional relations and the formation of equivalence relations. Participants learned two sets of three simple visual discriminations in which the positive stimulus (S+) was a written pseudo-sentence (C1, C2, or C3) or a compound abstract picture (D1, D2, or D3), displayed in the correct orientation. Each trial presented the S(+)simultaneously with two S(-)which were the same sentence or picture as the positive stimulus but were displayed in either an upside-down or an inverse orientation. Correct responses were followed by specific consequences with two components presented simultaneously: a dictated pseudo-sentence (A) and a representative picture (B). Probes of arbitrary matching to sample assessed derived auditory-visual (AB, AC, and AD) and visual-visual (BC, CB, BD, DB, CD, and DC) conditional relations. All three participants learned the simple discriminations; two of them showed derived conditional relations, demonstrating the formation of three ABCD classes. The present study replicated and extended previous results on sentence learning in children with CIs, suggesting the simple discrimination training with specific consequences as an efficient procedure to generate auditory-visual and symbolic relations in this population. (AU)

• FAPESP's process: 19/17480-1 - Verbal productivity and speech accuracy in impaired hearing and cochlear implant: procedural variables and subsidies for a teaching curriculum
• Grantee: Ana Claudia Moreira Almeida Verdu
• Support Opportunities: Regular Research Grants
• FAPESP's process: 14/50909-8 - INCT 2014: Behavior, Cognition and Teaching (INCT-ECCE): relational learning and symbolic functioning
• Grantee: Deisy das Graças de Souza
• Support Opportunities: Research Projects - Thematic Grants
• FAPESP's process: 16/09109-3 - Evaluation of Teaching Procedures and a Curriculum Proposal to Extend the Oral Production of Sentences in Children with Cochlear Implants
• Grantee: Anderson Jonas das Neves
• Support Opportunities: Scholarships in Brazil - Doctorate
• FAPESP's process: 18/16694-5 - EFFECTS OF SUPPLEMENTAL CURRICULUM ON THE RECEPTIVE AND EXPRESSIVE LEARNING OF SENTENCES IN CHILDREN WITH HEARING DEVICES AND COCHLEAR IMPLANT
• Grantee: Anderson Jonas das Neves
• Support Opportunities: Scholarships in Brazil - Post-Doctoral