Assessment of learning and memory functions in children with cochlear implant and examination of their relationship with receptive-expressive language development

Aim: In this study, it is aimed to evaluate the short-term memory (STM) performance under different stimulus and response modalities and verbal learning, free recall and recognition performances in children with cochlear implant (CI) and compare them with their normal hearing peers and also examine the relationship between language development with these learning and memory functions. Methods: 48 children aged 7-11 with 24 normal hearing and 24 CI users participated in the study. Children's intelligence scores were evaluated using Porteus Maze Test and the Kent Egy Intelligence Test, and also STM performances were evaluated using the Visual Aural Digit Span Test Form B. The language evaluations were done with TIFALDI and their skills of verbal learning and long-term memory were evaluated with Auditory Verbal Learning Test (AVLT). Findings: A significant difference was found in favour of the normal group in the language scores and auditory-verbal modality in terms of STM performance. There was no significant difference between the two groups in terms of verbal learning, free recall and recognition. When comparing the assessments using different stimulus modalities in STM evaluation in both groups, no significant difference was observed. Significant relationships were found between language and STM and learning scores. Conclusion: Children with CI are at risk for language development and some cognitive skills and may experience delays in the development of these skills compared to their normal hearing peers. Language development in children is associated with some memory and verbal learning skills.