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Systematic Hearing Performance Evaluation Process for Adolescents with Cochlear Implantation at Early Ages
Published on: March 24, 2023
Taxonomic Knowledge of Children With and Without Cochlear Implants
Language, Speech, and Hearing Services in Schools
|July 10, 2016
Summary
Children with cochlear implants showed delayed use of superordinate taxonomic labels compared to age-matched peers. This vocabulary organization difference may impact future academic performance.
Area of Science:
- Linguistics
- Developmental Psychology
- Audiology
Background:
- Children with cochlear implants (CIs) may experience challenges in language development.
- Understanding taxonomic vocabulary organization is crucial for academic success.
Purpose of the Study:
- To compare taxonomic vocabulary knowledge in children with CIs versus age-matched and vocabulary-matched typically hearing peers.
- To investigate how CIs affect the organization of semantic networks.
Main Methods:
- Participants included 10 children with CIs, 10 age-matched controls, and 10 vocabulary-matched controls.
- Two tasks were administered: a forced-choice taxonomic sorting task and a multi-level naming task.
Main Results:
- Children with CIs performed similarly to the age-matched group in picture sorting.
- Children with CIs showed delayed knowledge of superordinate relations compared to the age-matched group.
- No delays were observed in basic or subordinate taxonomic relations for the CI group.
Conclusions:
- Children with CIs exhibit a delay in using superordinate taxonomic labels compared to same-aged peers.
- This superordinate label delay may predict later academic difficulties.
- Early language interventions should consider addressing taxonomic organization skills.
