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Learning Disabilities

Learning Disabilities

Learning disabilities are cognitive disorders caused by neurological impairments that affect cognitive functions like language and reading, without indicating overall intellectual or developmental challenges. These disabilities differ from global intellectual or developmental disabilities as they are limited to distinct cognitive functions. Common learning disabilities include dysgraphia, dyslexia, and dyscalculia, each of which impacts unique aspects of learning.
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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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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

Language performance in children with cochlear implants and additional disabilities.

Jareen Meinzen-Derr¹, Susan Wiley, Sandra Grether

¹Division of Biostatistics and Epidemiology, Cincinnati Children's Hospital Medical Center and University of Cincinnati College of Medicine, Cincinnati, Ohio 45229-3039, USA. jareen.meinzen-derr@cchmc.org

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|December 2, 2009

Summary

This summary is machine-generated.

Cochlear implants (CI) showed language gains in children with disabilities, but progress was slow and varied. Nonverbal cognitive quotient (NVCQ) was the strongest predictor of language outcomes.

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Area of Science:

Pediatric audiology
Developmental disabilities
Language acquisition

Background:

Cochlear implants (CI) offer auditory access but their impact on language development in children with co-occurring disabilities is not fully understood.
Children with developmental disabilities often face significant challenges in language acquisition.

Purpose of the Study:

To quantify post-CI language development in children with disabilities.
To identify the role of nonverbal cognitive quotient (NVCQ) in predicting language outcomes after CI.

Main Methods:

A small cohort study of 20 children with CIs and developmental disabilities.
Language quotients (LQs) were measured pre- and post-CI.
Multiple regression models analyzed factors influencing language, including NVCQ.

Main Results:

Participants showed significant language gains, but median LQs did not change substantially post-CI.
Nonverbal cognitive quotient (NVCQ) was the strongest predictor of language, accounting for 67% of unique variance (P = .0003).
Pre-CI language performance did not predict post-CI outcomes.

Conclusions:

CI use leads to language progress in children with disabilities, though progress is slow and highly variable.
NVCQ is a critical factor in predicting language development post-CI.
Tailored therapeutic strategies may be necessary to enhance language progress in this complex population.