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Related Experiment Video

Updated: Jul 4, 2026

Assessment of Audio-Tactile Sensory Substitution Training in Participants with Profound Deafness Using the Event-Related Potential Technique

Assessment of Audio-Tactile Sensory Substitution Training in Participants with Profound Deafness Using the Event-Related Potential Technique

Published on: September 7, 2022

Relational learning in children with deafness and cochlear implants.

Ana Claudia Almeida-Verdu¹, Edson M Huziwara, Deisy G de Souza

¹Universidade Estadual Paulista, Brazil.

Journal of the Experimental Analysis of Behavior

|June 11, 2008

Summary

Children with cochlear implants demonstrated symbolic functioning by acquiring auditory-visual equivalence relations. This study highlights their potential for understanding stimulus control and language development.

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Published on: September 7, 2022

Systematic Hearing Performance Evaluation Process for Adolescents with Cochlear Implantation at Early Ages

Systematic Hearing Performance Evaluation Process for Adolescents with Cochlear Implantation at Early Ages

Published on: March 24, 2023

Area of Science:

Neuroscience
Psychology
Linguistics

Background:

Children with neurosensory deafness and cochlear implants (CIs) present a unique population for studying cognitive development.
Understanding stimulus equivalence is crucial for analyzing symbolic functioning and language acquisition.

Purpose of the Study:

To evaluate the capacity of children with CIs to form auditory-visual and visual-visual stimulus equivalence relations.
To investigate symbolic functioning in pre- and postlingually deafened children with CIs.

Main Methods:

A matching-to-sample format was employed across four experiments.
Participants included twelve prelingual and four postlingual children with CIs.
Auditory-visual conditional discriminations were trained and emergent equivalence relations were tested.

Main Results:

Nearly all children successfully learned auditory-visual conditional discriminations.
Most children demonstrated emergent stimulus equivalence relations.
Naming tests did not show a consistent relationship with equivalence test outcomes.

Conclusions:

Children with CIs, both pre- and postlingually deafened, can acquire auditory-visual equivalence relations, indicating symbolic functioning.
This research highlights the potential of this population for studying speaker-listener repertoires.
The study confirms the feasibility of conducting stimulus control research within clinical settings like hospitals.