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Related Concept Videos

Language and Cognition01:27

Language and Cognition

Language serves as a bridge between ideas and communication, influencing how individuals perceive and interact with the world. Psychologists have long debated whether language shapes thought or vice versa. This discussion gained grip with Edward Sapir and Benjamin Lee Whorf in the 1940s, who proposed that language determines thought, a concept known as linguistic determinism. They suggested that the vocabulary and structure of a language influence how its speakers think and perceive reality.
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Language Development

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Auditory Perception01:17

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Related Experiment Video

Updated: Jun 20, 2026

Systematic Hearing Performance Evaluation Process for Adolescents with Cochlear Implantation at Early Ages
06:04

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

Published on: March 24, 2023

Cognitive development, reading and prosodic skills in children with cochlear implants.

Björn Lyxell1, Malin Wass, Birgitta Sahlén

  • 1Department of Behavioural Sciences and Learning, Linköping University, Sweden. Bjorn.Lyxell@liu.se

Scandinavian Journal of Psychology
|September 26, 2009
PubMed
Summary

Children with cochlear implants (CI) showed lower cognitive and prosodic skills than hearing peers. However, most children with CI achieved comparable reading skills, suggesting effective compensation strategies.

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Area of Science:

  • Neuroscience
  • Developmental Psychology
  • Speech and Hearing Sciences

Background:

  • Cochlear implantation (CI) offers auditory input but cognitive and language development can vary.
  • Understanding the specific skill development in children with CI is crucial for targeted interventions.

Purpose of the Study:

  • To investigate the development of cognitive, reading, and prosodic skills in children with CI.
  • To compare the performance of children with CI to a hearing comparison group.

Main Methods:

  • Cognitive assessments were administered to children with CI and a hearing comparison group.
  • Reading skills and prosodic abilities (receptive and productive) were evaluated.

Main Results:

  • Children with CI performed significantly lower on most cognitive tests than hearing peers, even with similar nonverbal abilities.
  • Deficits were most prominent in phonological processing tasks but extended beyond them.
  • Impaired receptive and productive prosody was observed in children with CI.
  • Despite challenges, 75% of children with CI attained reading skills comparable to hearing children.

Conclusions:

  • Children with CI exhibit specific challenges in cognitive and prosodic development compared to hearing peers.
  • Reading acquisition in children with CI may involve significant compensation strategies.
  • Further research into these compensation mechanisms is warranted to support educational and therapeutic approaches.