Implicit sequence learning in deaf children with cochlear implants.
Implicit sequence learning in deaf children with cochlear implants.
复制标题
聋哑儿童有人工耳蜗的隐性序列学习。
DOI：
10.1111/j.1467-7687.2010.00960.x
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发表时间：
2011-01
影响因子：
3.7
通讯作者：
Henning SC
中科院分区：
文献类型：
--
作者：
Conway CM;Pisoni DB;Anaya EM;Karpicke J;Henning SC
聋儿植入人工耳蜗（CIs）代表了一个有趣的机会来研究神经认知的可塑性和重组，当声音在发育早期的听觉剥夺期后被引入。虽然人们通常认为耳聋只影响听力，但听觉剥夺可能会导致神经认知功能的更全面的变化。在这篇论文中，我们研究了聋童的内隐序列学习能力，使用了一个新的任务，通过对统计一致的视觉序列的即时序列回忆的改善来衡量学习。研究结果显示了两个关键发现。首先，与正常听力儿童相比，患有CIs的聋儿在视觉序列学习能力方面表现出障碍。其次，顺序学习与CI儿童语言结果的标准化测量显着相关。这些发现表明，一段时间的听觉剥夺具有与一般序列缺陷相关的继发性影响，序列学习障碍至少可以部分解释为什么一些耳聋儿童在人工耳蜗植入后仍然在语言方面挣扎。
Deaf children with cochlear implants (CIs) represent an intriguing opportunity to study neurocognitive plasticity and reorganization when sound is introduced following a period of auditory deprivation early in development. Although it is common to consider deafness as affecting hearing alone, it may be the case that auditory deprivation leads to more global changes in neurocognitive function. In this paper, we investigate implicit sequence learning abilities in deaf children with CIs using a novel task that measured learning through improvement to immediate serial recall for statistically-consistent visual sequences. The results demonstrated two key findings. First, the deaf children with CIs showed disturbances in their visual sequence learning abilities relative to the typically-developing normal-hearing children. Second, sequence learning was significantly correlated with a standardized measure of language outcome in the CI children. These findings suggest that a period of auditory deprivation has secondary effects related to general sequencing deficits, and that disturbances in sequence learning may at least partially explain why some deaf children still struggle with language following cochlear implantation.