Department of Communication Sciences and Disorders, University of Iowa, Iowa City, Iowa, USA.
Ear Hear. 2019 Jan/Feb;40(1):213-217. doi: 10.1097/AUD.0000000000000564.
The authors tested the hypothesis that children with cochlear implants (CIs) experience domain-general deficits in sequential learning. Twenty children with CIs and 40 children with normal hearing (NH) participated. Participants completed a serial reaction time task that measured implicit sequential learning. During random sequence phases, the CI group had significantly slower reaction times than the NH group. However, there were no significant differences in the rates of sequential learning between groups. Age at implantation was not significantly associated with learning rate in the CI group. Children with CIs demonstrated nonverbal sequential learning that is comparable to children with NH. Contrary to previous research, early auditory deprivation may not be associated with deficits in domain-general sequential learning, but may affect sequential processing. Further investigation is needed to understand the mechanisms underlying the overall delayed reaction times of children with CIs.
作者测试了这样一个假设，即植入人工耳蜗的儿童在序列学习方面存在普遍的缺陷。共有 20 名植入人工耳蜗的儿童和 40 名听力正常的儿童参与了研究。参与者完成了一项序列反应时间任务，该任务测量了内隐序列学习。在随机序列阶段，植入人工耳蜗组的反应时间明显慢于听力正常组。然而，两组在序列学习的速度上没有显著差异。植入人工耳蜗的年龄与该组的学习速度没有显著关联。植入人工耳蜗的儿童表现出与听力正常儿童相当的非言语序列学习能力。与之前的研究相反，早期听觉剥夺可能与普遍的序列学习缺陷无关，而可能会影响序列处理。需要进一步的研究来理解植入人工耳蜗儿童整体反应时间延迟的机制。
