Lateralization of Interimplant Timing and Level Differences in Children Who Use Bilateral Cochlear Implants
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Bibliographic record
Abstract
In Brief Objectives: Interaural level differences (ILD) and interaural timing differences (ITD) are important cues for locating sounds in space. Adult bilateral cochlear implant (CI) users use ILDs more effectively than ITDs. Few studies investigated the ability of children who use bilateral CIs to make use of these binaural cues. Our working hypothesis was that children using bilateral CIs are able to perceive changes in ITDs and ILDs similar to their normal-hearing (NH) peers. Design: Participants were two groups of children; 19 bilateral implant users (CI) and nine NH children. The children in the CI group had received a second CI after 4.9 ± 2.8 yrs of unilateral use. Children performed a four alternative forced-choice lateralization task in which they were asked to describe stimuli as coming from the left side, right side, middle of the head, or from both sides simultaneously. Stimuli were 500 msec trains of electrical pulses delivered to apical electrode no. 18 (CI group) or clicks (NH group) presented 11 times per second with either ITDs (0, 400, 1000, or 2000 μsec delay between sides) or level differences (0, 10, or 20 Current Units (CI group) or 0, 10, or 20 dB (NH group) difference between sides). ITDs were presented using current levels that were balanced using left and right electrically evoked brain stem responses. Stimulus levels evoking response amplitudes that were most similar were used. Results: Responses from children in the CI group changed significantly with changes in ILD of bilateral stimuli, but not with changes in ITD. Responses from children in the CI group were significantly different from those in the NH group in three ways. Children in the CI group perceived bilaterally presented electrical pulses: (1) to come from the second implanted side more often than the first, (2) to rarely come from the middle, and (3) to come from both sides of the head simultaneously. Perceived changes in lateralization with ILD changes were correlated with differences in amplitudes of electrically evoked brain stem responses by the left versus right CI. Conclusions: The results of this study illustrate that children who use bilateral CIs can lateralize stimuli on the basis of level cues, but have difficulty interpreting interimplant timing differences. Perceived lateralization of bilaterally presented stimuli to the second implanted side in many of the stimulus conditions may relate to the use of different device generations between sides. Further differences from normal lateralization responses could be due to abnormal binaural processing, possibly resulting from a period of unilateral hearing before the provision of a second implant or due to insufficiently matched interimplant stimuli. It may be possible to use objective measures such as electrically evoked auditory brain stem responses wave eV amplitudes to provide balanced levels of bilateral stimulation in children who have had no binaural hearing experience. Interaural level and timing cues are necessary to locate sound in space. We investigated whether children using bilateral cochlear implants (CIs) could interpret these cues. Children using bilateral CIs detected interimplant level cues but abnormalities included the following: 1) no significant changes in responses with changes in interimplant timing cues, 2) a predominance of responses towards the side of the second CI, 3) minimal “middle” responses, and 4) perception of sound from both sides simultaneously. We suggest that children receiving bilateral cochlear implants sequentially do not process bilateral auditory cues normally but can use interimplant level cues to make judgments about where sound is coming from.
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Full frame distilled prediction
Teacher imitationNot calibrated prevalence, not ground truth. Human validation pending. Learned from the 10,348 direct Codex labels and 10,348 direct Gemma labels. Candidate is the union of thresholded teacher heads; consensus is their intersection. These outputs are machine_predicted_unvalidated and are not human labels or direct frontier model labels.
Codex and Gemma teacher scores by category
| Category | Codex | Gemma |
|---|---|---|
| Metaresearch | 0.000 | 0.000 |
| Meta-epidemiology (narrow) | 0.000 | 0.000 |
| Meta-epidemiology (broad) | 0.000 | 0.000 |
| Bibliometrics | 0.000 | 0.000 |
| Science and technology studies | 0.000 | 0.000 |
| Scholarly communication | 0.000 | 0.000 |
| Open science | 0.000 | 0.000 |
| Research integrity | 0.000 | 0.000 |
| Insufficient payload (model declined to judge) | 0.000 | 0.000 |
Machine scores (provisional)
The two teacher heads of the student model, read on this work. A score orders the frame for review; it never asserts a category, and the validation status ships verbatim with every row.
Baseline scores from an immature model (maturity gate not passed, 7 training rounds). Scores rank; they never assert a category.
score_only:v0-immature-baseline · verbatim from the scoring run: score_only means the number may rank works, and no category label ships from it