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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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Auditory Cortex Maturation and Language Development in Children with Hearing Loss and Additional Disabilities.

Satu Lamminmäki1,2, Kayla Cormier1, Hanna Davidson1

  • 1Department of Speech Language and Hearing Sciences, University of Colorado Boulder, 2501 Kittredge Loop Dr. UCB 409, Boulder, CO 80309, USA.

Children (Basel, Switzerland)
|November 25, 2023
PubMed
Summary

Auditory cortex development appears similar in hearing-impaired children with or without multiple disabilities. The P1 biomarker effectively assesses auditory maturation in these children, aiding diagnostics.

Keywords:
CAEPEEGP1 biomarkerauditorycorticaldisabilityelectroencephalogramevoked potentialhearing losslanguage

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Area of Science:

  • Neuroscience
  • Developmental Psychology
  • Audiology

Background:

  • Hearing-impaired children often have co-occurring disabilities, complicating auditory development assessment.
  • Traditional behavioral tests for auditory processing can be unreliable in this population.
  • Objective biomarkers are crucial for accurate diagnosis and monitoring of auditory development.

Purpose of the Study:

  • To investigate auditory cortical maturation in hearing-impaired children with and without multiple disabilities.
  • To assess language development in these children.
  • To evaluate the utility of the P1 cortical auditory evoked response as a biomarker for auditory maturation.

Main Methods:

  • Studied 65 hearing aid/cochlear implant users (mean age 44.3 months), including 36 with multiple disabilities.
  • Assessed auditory processing using the P1 electroencephalogram (EEG) biomarker.
  • Measured language development with the Preschool Language Scales 5th edition (PLS-5).
  • All children received intensive language therapy for six months.

Main Results:

  • No significant differences were observed in P1 latency development or abnormal P1 latency proportions between groups.
  • Language scores (total, comprehension, expressive) did not differ significantly between children with and without multiple disabilities.
  • P1 latencies demonstrated significant negative correlations with language scores, indicating a relationship between auditory processing and language development.

Conclusions:

  • Auditory cortex maturation is comparable in hearing-impaired children regardless of additional disabilities.
  • The P1 biomarker is a viable tool for assessing central auditory maturation in children with multiple disabilities.
  • Objective biomarkers like P1 are essential for evaluating auditory development and informing interventions.