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Related Concept Videos

Learning Disabilities01:25

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.
Dyslexia
Dyslexia is a...

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Related Experiment Video

Updated: Jun 6, 2026

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

Published on: September 7, 2022

Implicit sequence learning in deaf children with cochlear implants.

Christopher M Conway1, David B Pisoni, Esperanza M Anaya

  • 1Department of Psychology, Saint Louis University, 3511 Laclede Avenue, St. Louis, MO 63103, USA. cconway6@slu.edu

Developmental Science
|December 17, 2010
PubMed
Summary
This summary is machine-generated.

Deaf children with cochlear implants (CIs) show deficits in visual sequence learning, impacting language development. This suggests early auditory deprivation causes broader neurocognitive changes beyond hearing.

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Related Experiment Videos

Last Updated: Jun 6, 2026

Assessment of Audio-Tactile Sensory Substitution Training in Participants with Profound Deafness Using the Event-Related Potential Technique
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Cochlear Implant Surgery and Electrically-evoked Auditory Brainstem Response Recordings in C57BL/6 Mice
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Cochlear Implant Surgery and Electrically-evoked Auditory Brainstem Response Recordings in C57BL/6 Mice

Published on: January 9, 2019

Area of Science:

  • Neuroscience
  • Developmental Psychology
  • Audiology

Background:

  • Auditory deprivation in early development may cause global neurocognitive changes, not just hearing deficits.
  • Cochlear implants (CIs) offer a unique model to study neuroplasticity after auditory input is restored.

Purpose of the Study:

  • To investigate implicit sequence learning in deaf children with CIs.
  • To explore the relationship between sequence learning and language outcomes in this population.

Main Methods:

  • A novel visual sequence learning task measuring improvement in immediate serial recall.
  • Comparison of sequence learning performance between deaf children with CIs and typically developing, normal-hearing children.

Main Results:

  • Deaf children with CIs exhibited significant disturbances in visual sequence learning compared to controls.
  • Sequence learning abilities in CI users were positively correlated with standardized language outcome measures.

Conclusions:

  • Early auditory deprivation can lead to secondary, general sequencing deficits.
  • Impaired sequence learning may partially explain persistent language difficulties in some children post-cochlear implantation.