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Related Concept Videos

Language Development01:22

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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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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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Language and Cognition01:27

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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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Learning Disabilities01:25

Learning Disabilities

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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.
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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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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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Related Experiment Video

Updated: Aug 4, 2025

Systematic Hearing Performance Evaluation Process for Adolescents with Cochlear Implantation at Early Ages
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Spoken Sentence Complexity and Grammar Use in Children with CIs.

Michaela Socher1,2, Elisabeth Ingo1

  • 1Department of Behavioural Sciences and Learning, Linköping University, Linköping, Sweden.

Journal of Deaf Studies and Deaf Education
|April 1, 2023
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Summary
This summary is machine-generated.

Children with cochlear implants (CIs) and typically hearing children show similar spoken language profiles on clinical tests. These tests effectively compare expressive language skills between these groups.

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Area of Science:

  • Linguistics
  • Audiology
  • Developmental Psychology

Background:

  • Assessing expressive spoken language in prelingually deaf children with bilateral cochlear implants (CIs) is crucial for understanding their development.
  • Previous research indicates potential differences in language acquisition for children with CIs compared to typically hearing (TH) peers.

Purpose of the Study:

  • To compare the detailed language profiles of prelingually deaf children with CIs and TH children.
  • To determine if sentence complexity, length, and grammatical error severity differ between these groups when matched on overall language scores.

Main Methods:

  • A comparative study analyzing spoken language samples.
  • Participants included prelingually deaf children with bilateral CIs and TH children, matched on clinical expressive language task scores.
  • Analysis focused on sentence complexity, mean utterance length (words, syllables), and grammatical error types (local, global).

Main Results:

  • No significant differences were observed between the CI and TH groups in the proportion of simple, conjoined, and complex sentences.
  • Mean utterance length (in words and syllables) did not differ significantly between the groups.
  • The proportion and severity of local and global grammatical errors were comparable across both groups.

Conclusions:

  • Quantitative scores on clinical spoken expressive language tasks reflect similar language profiles in children with CIs and TH children.
  • These clinical tests appear suitable for making meaningful comparisons of expressive spoken language skills between these populations.
  • Further research is recommended to explore real-world expressive language abilities, as clinical tests may not fully capture the diverse language modalities used by children with CIs.