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Language Development

Language Development

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.
The critical period for language acquisition suggests that the ability to acquire language is at its peak early in life. As people age, this proficiency decreases. Language development begins very...

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

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Long-Term Language Development in Children With Early Simultaneous Bilateral Cochlear Implants.

Ona Bø Wie^1,2, Janne von Koss Torkildsen¹, Stefan Schauber³

¹Department of Special Needs Education, University of Oslo, Oslo, Norway.

Ear and Hearing

|February 22, 2020

Summary

Bilateral cochlear implants (CIs) help children’s language skills develop, but challenges in receptive vocabulary and expressive grammar emerge after 4 years. Long-term language support is crucial for children with CIs to achieve comparable language development.

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Area of Science:

Pediatric audiology
Developmental linguistics
Neuroscience of hearing

Background:

Bilateral cochlear implants (CIs) offer a promising intervention for children with severe to profound hearing loss.
Understanding the long-term language development trajectories of children with CIs is essential for optimizing auditory rehabilitation.

Purpose of the Study:

To investigate the language development of children receiving early, simultaneous bilateral cochlear implants (CIs) up to 6 years post-implantation.
To identify factors influencing language outcomes in this population.

Main Methods:

A longitudinal study comparing 21 children with bilateral CIs to 21 age- and sex-matched children with normal hearing (NH).
Language skills were assessed at 10 time points using parent reports and standardized tests (general language, vocabulary, grammar).
Factors analyzed included age at CI activation, speech recognition, and maternal education.

Main Results:

The language gap between children with CIs and NH peers narrowed significantly in the first 4 years.
From 4 to 6 years post-implantation, children with CIs showed deficits in receptive vocabulary and expressive grammar compared to NH peers.
Speech recognition, age at CI activation, and maternal education predicted language outcomes at 6 years.

Conclusions:

While early bilateral CIs facilitate significant language development, specific challenges in receptive vocabulary and expressive grammar emerge later.
Long-term language intervention and continued monitoring are vital for children with CIs.
Further longitudinal research beyond 4 years is needed to fully understand CI outcomes.