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Artificial Grammar Learning in Children Who Are Deaf or Hard-of-Hearing
Sponsor: University of Illinois at Chicago
Summary
The goal of this basic experimental study involving humans (BESH) clinical trial is to examine factors that facilitate grammar learning in young school-age children who are deaf or hard-of-hearing and who primarily use spoken language. The main questions it aims to answer are: 1) Do visual speech cues or nonlinguistic visual cues better support grammar learning? 2) Do short or long stimuli better support grammar learning? Participants will complete an artificial grammar learning task to see which condition (visual speech cues vs. nonlinguistic cues or short vs. long stimuli) results in better grammar learning.
Key Details
Gender
All
Age Range
5 Years - 7 Years
Study Type
INTERVENTIONAL
Enrollment
60
Start Date
2026-09
Completion Date
2028-06
Last Updated
2026-08-24
Healthy Volunteers
No
Conditions
Interventions
Visual speech cues
Grammar-like auditory stimuli will be presented with a human face, whose articulatory movements are synchronized to the presentation of the auditory stimuli.
Nonlinguistic visual cues
Grammar-like auditory stimuli will be presented with colored shapes, which will be analogous to the auditory patterns.
Short linguistic content
Grammar-like auditory stimuli will comprise short linguistic content.
Long linguistic content
Grammar-like auditory stimuli will comprise long linguistic content.