The Younger the Better? Variability in Language Development of Young German-speaking Children

The influence of age at implantation and experiential factors on language development in young children with cochlear implants was examined. There were two samples, one cross-sectional with 41 children, and one longitudinal with 26 children. Age at implantation in both samples ranged from 6 to 47 months, with children evenly distributed in the age groups: 6-12, 13-24, 25-42 months at implantation. Linguistic progress was assessed by parental questionnaire, and for the longitudinal sample additionally, by one-hourly spontaneous speech samples. Data were collected 12, 18, 24 and 30 months after implantation. Measures of vocabulary and grammar were taken, including number of word types, MLU, inflectional morphology and sentence complexity. In both samples there was extensive variability in linguistic progress. Children’s linguistic progress was significantly related to social class, measured by parental education, but not age at implantation. Maternal dialogue variables were analyzed in the longitudinal sample and found to be related to children’s linguistic progress. Thus, experiential factors account for the extensive variability in children’s linguistic growth rather than age at implantation. The data support an epigenetic rather than a maturational concept of ‘sensitive phase’.

Objective measurement (NRI) from intracochlear electric stimulation in Clarion CII adult implantees

Indications for cochlear implantation have expanded today to include very young children and those with syndromes/multiple handicaps. Programming the implant based on behavioral responses may be tedious for audiologists in such cases, wherein matching an effective MAP and appropriate MAP becomes the key issue in the habilitation program. The study was designe to correlate the multi-modal electrophysiological thresholds levels with behavioral comfort levels

Neuropsychological profiles of children with vestibular loss.

Objective: While previous research has shown that children with vestibular loss (VL) experience delayed motor development, it is not yet clear if vestibular loss also leads to delayed cognitive development. The impact of vestibular function on cognition is described in experimental animal and human studies, and adult patient studies with VL. These studies show links between uni and/or bilateral VL, and cognition impairments in working memory mental rotation and visual scanning. However, few studies have been conducted on children with VL. In this study, we will try to determine which cognitive abilities are impacted by VL in order to understand the impact of a vestibular loss on cognition from a developmental perspective. Methods: A sample of 13 children with VL that consulted our department for vertigo/dizziness/clumsiness disorders (diagnosed with bithermal caloric irrigation, Video Head Impulse Test and Vestibular-Evoked Myogenic Potentials), and a group of 60 average-age matched controls performed neuropsychological assessment consisting of visuospatial working memory, selective visual attention, mental rotation and space orientation tasks. Results: The results showed significant differences between the two groups for the cognitive measures of visuospatial working memory (both forward and backward span), mental rotation, and additional travelled distance in one of the space orientation tasks (mazes). However, we found no differences on selective visual attention and the other space orientation task (Rey Complex Figure). Conclusion: We discuss whether tasks characteristics could explain the child VL cognitive neuropsychological profile. We propose that visuospatial working memory, mental rotation and one of the space orientation tasks involves dynamic cognitive processes requiring high attentional load, causing impaired task performance in VL children. This is in contrast to static cognitive processes in selective visual attention and in the other space orientation task, requiring less attentional load, and no difference in performance relative to control participants