Browsing by Subject "MULAPAPU-tutkimushanke"

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  • Pilli, Reea (Helsingin yliopisto, 2021)
    Tiivistelmä - Referat - Abstract Objectives. There is evidence on deficits in production and/or perception of word stress or its acoustic correlates in hearing impaired children. Previous research has shown that there might be beneficial effects of music and singing to perception of word stress or its acoustic correlates in hearing impaired children. Because good perception of word stress is linked to good language abilities, better perception of word stress may support language development in hearing-impaired children. Seemingly, there is no previous research on the development of production of word stress during music intervention in hearing impaired children. There is also a lack of studies comparing hearing impaired children with cochlear implants (CI) and hearing-impaired children with hearing aids (HA) in their development of production and perception of word stress. The aim of this study was to examine how music intervention and singing at home are linked to the production and perception of word stress or its acoustic correlates in hearing-impaired children with bilateral cochlear implants (CI) and/or hearing aids (HA). This pilot study is a part of MULAPAPU research project which aims to study the effects of music and singing to perception and production of language in children aged from 0 to 7 years. Methods. The participating children (n=16) with bilateral CIs and/or HAs were aged from 2 to 7 years. They were grouped based on their hearing devices (children with bilateral CI and children with bilateral HAs or unilateral CI and contralateral HA). Other groups were made based on their signing at home (singers and non-singers). Non-word repetition-task invented in MULAPAPU research project was used to test the production of word stress. The perception of word stress and its acoustic correlates (pitch, intensity, duration) were assessed with previously used non-word /tata/-task. The children were tested before music intervention (T1) and after music intervention (T2). Results and conclusions. Only children with CIs improved in their production of word stress during music intervention. Overall, age was linked to the production of word stress but not the perception of word stress. Closer analysis showed a significant link between age and the development of production of word stress in hearing impaired children with HAs. Higher age was also linked to better development of perception of duration in children with CIs, and poorer development of perception of word stress in children with HAs. There were no significant differences between singers and non-singers in development of the production or the perception of word stress. However, more singers than non-singers improved their performance during music intervention. It seems that singing, and music intervention could be a valuable asset on rehabilitation of hearing-impaired children.
  • Katainen, Sallamari (Helsingin yliopisto, 2021)
    Kuulovamma on riski lapsen sanaston kehitykselle. Sanaston kehitystä voidaan arvioida sanojen määrän lisäksi nimeämisen taidoilla. Musiikin harjoittelun on todettu parantavan lasten kielellistä kehitystä, myös sanaston kasvua. Ohjatun musiikki-intervention yhteyttä kuulovammaisten lasten sanaston kasvuun ja nimeämiseen ei ole aiemmin tutkittu. Tämän pro gradu -tutkielman tarkoituksena on selvittää lasten sanastoa mittaavien vanhemmille suunnatun kyselyn ja nimeämistehtävän välistä yhteyttä, miten näillä mitattuna kuulovammaisten lasten sanasto kehittyy ohjatun ja tavoitteellisen musiikki-intervention aikana, ja miten tutkittavien taustatekijät ovat yhteydessä kehitykseen. Lisäksi tarkastellaan, eroaako sanaston ja nimeämisen kehitys enemmän tai vähemmän lapsilleen laulavien vanhempien lapsilla. Tutkielma on osa MULAPAPU-hanketta, jossa tutkitaan CIsumusa-puhemuskarin vaikutuksia 0–7-vuotiaiden kuulovammaisten lasten kielenkehitykseen. Tutkittavat (n=14) olivat 2–6-vuotiaita, suomenkielisiä, bilateraalisesti kuulovammaisia lapsia, joilla ei ollut kuulovamman lisäksi muita vammoja, ja jotka olivat osallistuneet CIsumusa-puhemuskariin vuosina 2019–2020. Tutkittavilla oli käytössään kuulokojeet, sisäkorvaistutteet tai molemmat. Sanaston kehitystä arvioitiin vanhemmille suunnatun LEINIKKI-menetelmän sanastopisteillä ja sanastoon liittyvää nimeämistä arvioitiin Bo Ege -sanaston käytön testillä. Arviointi toteutettiin ennen musiikki-interventiota (T1) ja sen jälkeen (T2). Aineisto analysoitiin tilastollisin menetelmin. LEINIKKI-menetelmän sanastopisteet ja Bo Ege -testi olivat tilastollisesti merkitsevästi yhteydessä toisiinsa, joten ne todennäköisesti mittaavat samaa asiaa eli lasten sanastoa. Tutkittavien sanasto kasvoi musiikki-intervention aikana. Vaikeampi kuulovamma oli yhteydessä parempaan nimeämiseen ennen musiikki-interventiota ja sen jälkeen. Sisäkorvaistutetta käyttävien lasten nimeäminen oli musiikki-intervention jälkeen parempaa kuin kuulokojetta käyttävien lasten. Äidin korkeampi koulutus oli yhteydessä lasten suoriutumiseen Bo Ege -nimeämistehtävässä ennen musiikki-interventiota ja kehitykseen sen aikana. Lasten, joiden vanhemmat lauloivat paljon lapsilleen, sanaston koon ja nimeämisen pisteiden keskiarvot nousivat enemmän kuin lasten, joiden vanhemmat lauloivat heille vähän. Musiikki-interventio vaikuttaa tulosten perusteella olevan toimiva kuntoutusmuoto kuulovammaisten lasten sanaston kehitykseen.
  • Eerikäinen, Tiiti (Helsingin yliopisto, 2021)
    Objectives. Hearing impaired (HI) children have been found to perform more poorly in tasks measuring semantic verbal fluency compared to normal hearing peers. Music activities are known to have a positive connection to the word finding skills in HI-children. However, there has not been yet studies to find out whether organized music activities have an effect on semantic verbal fluency skills in young HI children. The purpose of this study was to determine how the number of accepted words in semantic verbal fluency task develops during a music intervention in HI-children and whether background variables (age, mother’s education and hearing device) affect development. There was also a desire to find out the effect of singing at home on the development of verbal fluency task. In addition, it was examined whether the word retrieval strategies change during the music intervention and whether they are influenced by background variables. Methods. The participants (n = 15) were HI-children aged 2–6 years. Participants were divided into non-singers and singers based how much their parents sang at home. Verbal fluency (VF) and verbal fluency strategies were measured with two semantic VF tasks (animals and clothes). Tests were performed before (T1) and after (T2) the children participated in CIsumusa music intervention, organized by LapCi ry. The results were analyzed by statistical methods. Results and conclusions. The participants developed in verbal fluency task during the music intervention in both animal and clothing categories. Higher age was strongly associated with better development in both categories. Mother’s education was related to development in the animal task. Children of non-singers developed during the music intervention, but children of singers did not. However, children of singers performed better at T1 compared to children of non-singers. In a group of all participants the number of clusters increased during the music intervention in both animal and clothing tasks and the cluster size increased in the clothing task. Higher age was associated with an increase in the number of clusters, but not in cluster size. Based on the results, the music intervention was able to improve VF of children who performed poorly before the intervention. The results suggest that if there is no singing or musical activity at home, out-of-home music activities that include singing can improve VF. Singing at home and music interventions can be recommended to children with HI.