Abstract：
OBJECTIVE: This study aimed to evaluate attention, memory, and language skills in children with auditory brainstem implants and cochlear implants.
METHODS: This study included 20 children with auditory brainstem implants (ABI) and 20 cochlear implanted (CI) children between the ages of 6 years and 8 years 11 months and their families. \"Test of Language Development: Primary (TOLD-P:4)\" was used to assess language skills, \"STROOP Test, Visual-Aural Digit Span (VADS) test, and Cancellation Test\" were used to evaluate attention and memory skills. In addition, the functional outcomes of hearing skills in daily life were scored by \"Auditory Behavior in Everyday Life (ABEL) scale\". The significance level was determined as 0.05.
RESULTS: Children with ABI showed lower language skills than children with CI in terms of TOLD-P:4 language test scores, STROOP sub-test completion times, and the VADS and Cancellation test scores (p < 0.05). In addition, statistically significant correlations were found between language, attention, memory skills, and auditory behavior scale.
CONCLUSIONS: This study is one of the limited numbers of studies investigating cognitive processes in children with ABI. Since attention and memory are correlated with language skills, it is recommended that the development of cognition should be considered in follow-up and intervention approaches of children with ABI and/or CI.
METHODS: This study included 20 children with auditory brainstem implants (ABI) and 20 cochlear implanted (CI) children between the ages of 6 years and 8 years 11 months and their families. \"Test of Language Development: Primary (TOLD-P:4)\" was used to assess language skills, \"STROOP Test, Visual-Aural Digit Span (VADS) test, and Cancellation Test\" were used to evaluate attention and memory skills. In addition, the functional outcomes of hearing skills in daily life were scored by \"Auditory Behavior in Everyday Life (ABEL) scale\". The significance level was determined as 0.05.
RESULTS: Children with ABI showed lower language skills than children with CI in terms of TOLD-P:4 language test scores, STROOP sub-test completion times, and the VADS and Cancellation test scores (p < 0.05). In addition, statistically significant correlations were found between language, attention, memory skills, and auditory behavior scale.
CONCLUSIONS: This study is one of the limited numbers of studies investigating cognitive processes in children with ABI. Since attention and memory are correlated with language skills, it is recommended that the development of cognition should be considered in follow-up and intervention approaches of children with ABI and/or CI.
摘要：
目的：本研究旨在评估注意力，记忆,听觉脑干植入物和耳蜗植入物儿童的语言技能。
方法：这项研究包括20名6岁至8岁11个月的听觉脑干植入物（ABI）儿童和20名人工耳蜗植入（CI）儿童及其家人。“语言发展测试：初级（TOLD-P：4）”用于评估语言技能，“停止测试，视觉-听觉数字跨度(VADS)测试,和取消测试“用于评估注意力和记忆能力。此外,通过“日常生活中的听觉行为（ABEL）量表”对日常生活中听觉技能的功能结果进行评分。显著性水平确定为0.05。
结果：在TOLD-P方面，ABI儿童的语言技能低于CI儿童：4语言测试成绩，STROOP子测试完成时间，以及VADS和取消测试得分(p<0.05)。此外,在语言之间发现了统计学上显著的相关性，注意,记忆技能,和听觉行为量表。
结论：这项研究是研究ABI儿童认知过程的数量有限的研究之一。由于注意力和记忆力与语言技能相关，建议在ABI和/orCI儿童的随访和干预方法中应考虑认知发展。
方法：这项研究包括20名6岁至8岁11个月的听觉脑干植入物（ABI）儿童和20名人工耳蜗植入（CI）儿童及其家人。“语言发展测试：初级（TOLD-P：4）”用于评估语言技能，“停止测试，视觉-听觉数字跨度(VADS)测试,和取消测试“用于评估注意力和记忆能力。此外,通过“日常生活中的听觉行为（ABEL）量表”对日常生活中听觉技能的功能结果进行评分。显著性水平确定为0.05。
结果：在TOLD-P方面，ABI儿童的语言技能低于CI儿童：4语言测试成绩，STROOP子测试完成时间，以及VADS和取消测试得分(p<0.05)。此外,在语言之间发现了统计学上显著的相关性，注意,记忆技能,和听觉行为量表。
结论：这项研究是研究ABI儿童认知过程的数量有限的研究之一。由于注意力和记忆力与语言技能相关，建议在ABI和/orCI儿童的随访和干预方法中应考虑认知发展。
