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Related Concept Videos

The Cochlea01:13

The Cochlea

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The cochlea is a coiled structure in the inner ear that contains hair cells—the sensory receptors of the auditory system. Sound waves are transmitted to the cochlea by small bones attached to the eardrum called the ossicles, which vibrate the oval window that leads to the inner ear. This causes fluid in the chambers of the cochlea to move, vibrating the basilar membrane.
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Children master language quickly and with relative ease, supported by both biological predisposition and reinforcement. B. F. Skinner (1957) proposed that language is learned through reinforcement, while Noam Chomsky (1965) argued that language acquisition mechanisms are biologically determined.
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Related Experiment Video

Updated: Mar 13, 2026

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

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Vocal Development in Young Children With Cochlear Implants: Profiles and Implications for Intervention.

David J Ertmer1, Nancy Young2, Kristine Grohne2

  • 1Purdue University, West Lafayette, IN.

Language, Speech, and Hearing Services in Schools
|July 1, 2002
PubMed
Summary

Cochlear implants aid prelinguistic vocal development in deaf children. Progress varies, with one child showing rapid advancement while another required more time, highlighting the need for tailored intervention strategies like Short Periods of Prelinguistic Input (SPPI).

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Area of Science:

  • Pediatric Audiology
  • Developmental Linguistics
  • Speech-Language Pathology

Background:

  • Prelinguistic vocal development is crucial for later speech acquisition.
  • Early intervention is vital for children with prelingual deafness.

Purpose of the Study:

  • To describe prelinguistic vocal development in two children with prelingual deafness post-cochlear implantation.
  • To identify indicators of vocal development progress.

Main Methods:

  • Recorded vocalizations in mother-child interactions before and after cochlear implant activation.
  • Classified vocalizations into precanonical, canonical, and postcanonical stages.

Main Results:

  • One child demonstrated rapid vocal development post-implantation.
  • The second child exhibited slower progress, with sustained precanonical vocalizations.
  • Increased diversity in vowels, diphthongs, and consonants, plus canonical and postcanonical forms, indicated progress.

Conclusions:

  • Individual differences in vocal development post-implantation necessitate personalized intervention strategies.
  • Short Periods of Prelinguistic Input (SPPI) is proposed as a method to stimulate vocal development in young cochlear implant recipients.