| Project/Area Number |
11610271
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| Research Category |
Grant-in-Aid for Scientific Research (C)
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| Allocation Type | Single-year Grants |
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| Section | 一般 |
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| Research Field |
Educaion
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| Research Institution | Ehime University |
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Principal Investigator |
TACHIIRI Hajime (2000-2001) EHIME UNIVERSITY, DEPARTMENT OF EDUCATION, ASSOCIATE PROFESSOR, 教育学部, 助教授 (90294777)
高橋 信雄 (1999) 愛媛大学, 教育学部, 教授 (70132719)
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| Co-Investigator(Kenkyū-buntansha) |
TAKAHASHI Nobuo EHIME UNIVERSITY, DEPARTMENT OF EDUCATION, PROFESSOR, 教育学部, 教授 (70132719)
立入 哉 愛媛大学, 教育学部, 助教授 (90294777)
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| Project Period (FY) |
1999 – 2001
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| Project Status |
Completed (Fiscal Year 2001)
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| Budget Amount *help |
¥3,800,000 (Direct Cost: ¥3,800,000)
Fiscal Year 2001: ¥1,000,000 (Direct Cost: ¥1,000,000)
Fiscal Year 2000: ¥500,000 (Direct Cost: ¥500,000)
Fiscal Year 1999: ¥2,300,000 (Direct Cost: ¥2,300,000)
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| Keywords | HEARING IMPERILMENT / PROFOUND HEARING LOSS / AUDITORY SKILL / COMMUNICATION MODE / AUDITORY LEARNING / 最重度難聴 / 聴能の発達 / 人工内耳 / 手話 / 周波数圧縮変換型補聴器 |
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| Research Abstract |
We found following result for the children who educated by the total communication mode from infancy and have profound loss. 1, Expansion of semantic network for their acquired words is not sufficient even if they use manual communication system. 2, Clearness of speech (intonation, quality of voice, use of dialect, and emphasis) in children using cochlear implant was improved significantly than in children using hearing aid. We try to learn acoustic cue through cochlear implant during one year and control use of cue sign to a child using cued speech who can't improve speech production after initial cochlear implant usage. His speech is so clear as development of auditory feedback. The clearness of speech is not effect by communication mode if we try to use residual hearing intently even if use the manual mode. 3, Hearing ability in threshold, recognition of environmental sounds and identification of word etc, was improved in spite of communication mode if we try to use residual hearing intently. But, speech production and auditory skill was poor if we try to use residual hearing intently. Therefore, we conclude effect of communication mode to auditory skill development as follows; 1, From the point of speech production and audition, communication mode (especially manual mode) compete auditory skill development if we try to use hearing intently 2, Both ability for visual and auditory is improved each together if we try to use hearing intently.
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