Executive functions and implicit learning skills in cochlear implant users

Research data show a large variability in speech understanding among cochlear implant (CI) users. Part of this variability has been suggested to arise from impaired implicit statistical learning abilities. This hypothesis has not been thoroughly investigated so far and the few previous studies on implicit learning in CI subjects yielded highly heterogeneous results with some showing underperformance of the CI group compared to a group of normal hearing (NH) peers, while other studies not finding differences. One possible explanation of these outcomes is that abilities tested in implicit learning paradigms may to some extent relay on executive functions and explicit learning skills, which are the actual factors determining poorer performance within the CI group. We tested these hypotheses by utilizing a paradigm, which can distinguish between implicit and explicit modes of learning. Furthermore, we complemented the assessment with a classical test of executive functions – an Eriksen flanker task. 16 CI subjects took part in the study by performing a contingency learning task and the Eriksen-flanker task. Their behavioral responses and concurrent electroencephalographic (EEG) signals were recorded and the outcomes of analyzing the data, as well as our conclusions, are presented in the poster.

Cluster of Excellence "Hearing4all"

Publication History

Article published online:
24 May 2022