Department of Otorhinolaryngology, Head and Neck Surgery, University Clinic, Paracelsus Medical University, Salzburg, Austria.
Otolaryngol Head Neck Surg. 2012 Oct;147(4):763-72. doi: 10.1177/0194599812448352. Epub 2012 May 22.
To compare cognitive performance between children with cochlear implants (CI) and normal-hearing peers; provide information about correlations between cognitive performance, basic academic achievement, and medical/audiological and social background variables; and assess the predictor quality of these variables for cognition.
Cross-sectional study with comparison group, diagnostic test assessment.
Data were collected in the authors' clinic (children with CI) and in Austrian schools (normal-hearing children).
Forty children with CI (of the initial 65 children eligible for this study), aged 7 to 11 years, and 40 normal-hearing children, matched by age and sex, were tested with (a) the Culture Fair Intelligence Test (CFIT); (b) the Number Sequences subtest of the Heidelberger Rechentest 1-4 (HRT); (c) Comprehension, (d) Coding, (e) Digit Span, and (f) Vocabulary subtests of HAWIK III (German WISC III); (g) the Corsi Block Tapping Test; (h) the Arithmetic Operations subtests of the HRT; and (i) Salzburger Lese-Screening (SLS, reading). In addition, medical, audiological, social, and educational data from children with CI were collected.
The children with CI equaled normal-hearing children in (a), (d), (e), (g), (h), and (i) and performed significantly worse in (b), (c) and (f). Background variables correlate significantly with cognitive skills and academic achievement. Medical/audiological variables explain 44.3% of the variance in CFT1 (CFIT, younger children). Social variables explain 55% of CFT1 and 24.5% of the Corsi test.
This study augments the knowledge about cognitive skills and academic skills of children with CI. Cognitive performance is dependent on the early feasibility to hear and the social/educational background of the family.
比较植入人工耳蜗的儿童（CI）与正常听力儿童的认知表现；提供认知表现与基本学业成绩以及医疗/听力和社会背景变量之间相关性的信息；评估这些变量对认知的预测质量。
具有对照组的横断面研究，诊断测试评估。
数据采集于作者的诊所（CI 儿童）和奥地利学校（正常听力儿童）。
对 40 名年龄在 7 至 11 岁之间的植入人工耳蜗的儿童（最初符合这项研究条件的 65 名儿童中的 40 名）和 40 名正常听力儿童进行了（a）文化公平智力测验（CFIT）；（b）海德堡计算测验 1-4 的数字序列子测验（HRT）；（c）理解；（d）编码；（e）数字跨度；（f）HAWIK III（德语 WISC III）的词汇子测验；（g）科西块打点测试；（h）HRT 的算术运算子测验；（i）萨尔茨堡阅读筛选（SLS，阅读）。此外，还收集了植入人工耳蜗儿童的医疗、听力、社会和教育数据。
植入人工耳蜗的儿童在（a）、（d）、（e）、（g）、（h）和（i）方面与正常听力儿童相当，在（b）、（c）和（f）方面表现明显较差。背景变量与认知技能和学业成绩显著相关。医疗/听力变量解释了 CFT1（CFIT，年龄较小的儿童）中 44.3%的方差。社会变量解释了 CFT1 的 55%和科西测试的 24.5%。
本研究增加了对植入人工耳蜗儿童认知技能和学业技能的了解。认知表现取决于早期听力的可行性和家庭的社会/教育背景。
