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Cognitive development in children with cochlear implants: relations to reading and communication
Swedish Institute for Disability Research, Linköping University, Linköping, Sweden; Department of Behavioural Sciences, Linköping University, Linköping, Sweden; Department of Behavioural Sciences, Linköping University, Linköping, Sweden.
Department of Clinical Sciences, Lund University, Lund, Sweden.
Swedish Institute for Disability Research, Linköping University, Linköping, Sweden; Department of Behavioural Sciences, Linköping University, Linköping, Sweden;.
Department of Clinical Sciences, Lund University, Lund, Sweden.
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2008 (English)In: International Journal of Audiology, ISSN 1499-2027, E-ISSN 1708-8186, Vol. 47, no Suppl 2, S47-S52 p.Article 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
Taylor & Francis, 2008. Vol. 47, no Suppl 2, S47-S52 p.
National Category
Otorhinolaryngology
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URN: urn:nbn:se:oru:diva-63469DOI: 10.1080/14992020802307370ISI: 000260909000008PubMedID: 19012112Scopus ID: 2-s2.0-56549083515OAI: oai:DiVA.org:oru-63469DiVA: diva2:1168009
Available from: 2017-12-19 Created: 2017-12-19 Last updated: 2018-01-15Bibliographically approved

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Mäki-Torkko, Elina

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