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Related Concept Videos

Language Development01:22

Language Development

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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.
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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When we hear a sound, our nervous system is detecting sound waves—pressure waves of mechanical energy traveling through a medium. The frequency of the wave is perceived as pitch, while the amplitude is perceived as loudness.
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The Cochlea01:13

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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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Language and Cognition01:27

Language and Cognition

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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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Components of Language01:24

Components of Language

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Language, whether spoken, signed, or written, consists of specific components: lexicon and grammar. The lexicon is the vocabulary of a language, comprising its words. Grammar is the set of rules used to convey meaning through the lexicon. For example, English grammar adds “-ed” to most verbs to indicate past tense. Words are formed by combining phonemes, which are the basic sound units of a language. Different languages have different sets of phonemes (e.g., “ah” vs.
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Higher Mental Functions of the Brain: Language01:10

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Language is a system of communication that allows the expression of thoughts, ideas, and feelings. The brain processes language in both hemispheres.
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Updated: Sep 1, 2025

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

Published on: March 24, 2023

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A Framework for Understanding the Relation Between Spoken Language Input and Outcomes for Children with Cochlear

Derek M Houston1

  • 1The Ohio State University Wexner Medical Center, Nationwide Children's Hospital.

Child Development Perspectives
|August 18, 2022
PubMed
Summary
This summary is machine-generated.

Language input significantly impacts spoken language outcomes in children with cochlear implants (CIs). However, individual differences in attention and processing complexity moderate this relationship, making outcomes more variable.

Keywords:
cochlear implantsdeaf childrenhard-of-hearing childrenlanguage input

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Area of Science:

  • Audiology
  • Speech-Language Pathology
  • Developmental Psychology

Background:

  • Spoken language outcomes post-cochlear implantation (CI) show significant variability.
  • Individual characteristics explain some of this variance.
  • Language input is a known factor in language development for typically hearing children.

Purpose of the Study:

  • To propose a conceptual framework explaining the relationship between language input and spoken language outcomes in children with CIs.
  • To identify moderating factors influencing this relationship.
  • To explain the increased complexity of this association in the CI population.

Main Methods:

  • Literature review and conceptual analysis.
  • Development of a framework integrating language input, moderating factors, and CI outcomes.
  • Hypothesizing the role of CI-specific factors on language acquisition.

Main Results:

  • Language input's association with language outcomes is moderated by factors affecting accessibility, attention, and coordination.
  • Children with CIs exhibit greater variability in these moderating factors.
  • This variability complicates the input-outcome relationship in pediatric CI users.

Conclusions:

  • Language input is crucial for spoken language development in children with CIs.
  • Moderating factors related to device use and auditory processing significantly influence how input translates to outcomes.
  • Understanding these moderators is key to optimizing language development in this population.