Implicit sequence learning in deaf children with cochlear implants

Christopher M. Conway, David Pisoni, Esperanza M. Anaya, Jennifer Karpicke, Shirley C. Henning

Research output: Contribution to journalArticle

94 Citations (Scopus)

Abstract

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.

Original languageEnglish
Pages (from-to)69-82
Number of pages14
JournalDevelopmental Science
Volume14
Issue number1
DOIs
StatePublished - Jan 2011

Fingerprint

Cochlear Implants
Learning
Aptitude
Hearing
Language
Cochlear Implantation
Deafness
Short-Term Memory
Outcome Assessment (Health Care)

ASJC Scopus subject areas

  • Developmental and Educational Psychology
  • Cognitive Neuroscience

Cite this

Implicit sequence learning in deaf children with cochlear implants. / Conway, Christopher M.; Pisoni, David; Anaya, Esperanza M.; Karpicke, Jennifer; Henning, Shirley C.

In: Developmental Science, Vol. 14, No. 1, 01.2011, p. 69-82.

Research output: Contribution to journalArticle

Conway, Christopher M. ; Pisoni, David ; Anaya, Esperanza M. ; Karpicke, Jennifer ; Henning, Shirley C. / Implicit sequence learning in deaf children with cochlear implants. In: Developmental Science. 2011 ; Vol. 14, No. 1. pp. 69-82.
@article{301d276c26c7488cbafdb8d04fea9bdf,
title = "Implicit sequence learning in deaf children with cochlear implants",
abstract = "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.",
author = "Conway, {Christopher M.} and David Pisoni and Anaya, {Esperanza M.} and Jennifer Karpicke and Henning, {Shirley C.}",
year = "2011",
month = "1",
doi = "10.1111/j.1467-7687.2010.00960.x",
language = "English",
volume = "14",
pages = "69--82",
journal = "Developmental Science",
issn = "1363-755X",
publisher = "Wiley-Blackwell",
number = "1",

}

TY - JOUR

T1 - Implicit sequence learning in deaf children with cochlear implants

AU - Conway, Christopher M.

AU - Pisoni, David

AU - Anaya, Esperanza M.

AU - Karpicke, Jennifer

AU - Henning, Shirley C.

PY - 2011/1

Y1 - 2011/1

N2 - 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.

AB - 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.

UR - http://www.scopus.com/inward/record.url?scp=78650135023&partnerID=8YFLogxK

UR - http://www.scopus.com/inward/citedby.url?scp=78650135023&partnerID=8YFLogxK

U2 - 10.1111/j.1467-7687.2010.00960.x

DO - 10.1111/j.1467-7687.2010.00960.x

M3 - Article

C2 - 21159089

AN - SCOPUS:78650135023

VL - 14

SP - 69

EP - 82

JO - Developmental Science

JF - Developmental Science

SN - 1363-755X

IS - 1

ER -