Frequency Transposition in the Teaching of Speech to Deaf Children

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Abstract
Conventional (linear) amplification supplemented with frequency transposition was compared with conventional amplification alone in teaching speech to 18 severely deaf children, aged 7–11 years. Subjects were each given ten hours training in the articulation of 64 CV syllables. Six were trained with conventional amplification to both ears (CL + CR), six with conventional amplification to the left ear and transposition to the right (CL+TR), and the remaining six under the reverse condition, (CR + TL). All subjects made significant gains in correctly reproducing both consonants and vowels under all three conditions of amplification, not simply the one employed in training. Vowels were more frequently confused under the two transposition conditions. Results indicated a significant left-ear preference for vowels. Similar confusions of consonant features occurred under each amplification condition. Conventional amplification supplemented with transposition was not found to be superior to conventional amplification alone as an aid in articulation training.

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