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Cognitive development in children with cochlear implants: Relations to reading and communication
Department of Psychology, University of Linköping, Swedish Institute for Disability Research, Linköping University.
Lund University, Department of Clinical Sciences, Lund University.
Swedish Institute for Disability Research, Linköping University.ORCID iD: 0000-0001-7360-4858
Section of Logopedics, Phoniatrics and Audiology, Department of Clinical Sciences, Lund University, Department of Clinical Sciences, Lund University.
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2008 (English)In: International Journal of Audiology, ISSN 1499-2027, E-ISSN 1708-8186, Vol. 47, no Suppl. 2, p. S47-S52Article in journal (Refereed) Published
Abstract [en]

The purpose of the present article is to present an overview of a set of studies conducted in our own laboratory on cognitive and communicative development in children with cochlear implants (CI). The results demonstrate that children with CIs perform at significantly lower levels on the majority of the cognitive tasks. The exceptions to this trend are tasks with relatively lower demands on phonological processing. A fairly high proportion of the children can reach a level of reading comprehension that matches hearing children, despite the fact that they have relatively poor phonological skills. General working memory capacity is further correlated with the type of questions asked in a referential communication task. The results are discussed with respect to issues related to education and rehabilitation.

Place, publisher, year, edition, pages
2008. Vol. 47, no Suppl. 2, p. S47-S52
National Category
Production Engineering, Human Work Science and Ergonomics
Research subject
Engineering Psychology
Identifiers
URN: urn:nbn:se:ltu:diva-10343DOI: 10.1080/14992020802307370Local ID: 923ab69d-66c4-4b62-96c6-31930914780dOAI: oai:DiVA.org:ltu-10343DiVA, id: diva2:983285
Note
Upprättat; 2008; 20160121 (andbra)Available from: 2016-09-29 Created: 2016-09-29 Last updated: 2017-11-24Bibliographically approved

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