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date: 13 November 2019

Abstract and Keywords

Cochlear implants (CIs) provide access to auditory experience for many children with severe to profound hearing loss, supporting the development of spoken language skills. However, the electrical signal transmitted to the auditory nerve by a CI is degraded and underspecified relative to unprocessed signals received by normally hearing listeners. Prelingual hearing loss and delayed access to spoken language, compounded by a degraded acoustical signal, place many deaf children with CIs at an elevated risk for delays in speech-language development and neurocognitive functioning. In this chapter, we present performance-based and parent-report measures on the neurocognitive functioning of early-implanted preschool-age children and early-implanted long-term CI users. Our findings suggest that the enormous individual differences and variability observed in speech-language outcomes may be traced to more basic, domain-general, neurocognitive processing operations.

Keywords: cochlear implants, executive function, neurocognition, language, conceptual thinking

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