The relationship between executive functions and daily auditory behaviors in preschool cochlear implant users
Applied Neuropsychology: Child, 2026 (SCI-Expanded, Scopus)
- Yayın Türü: Makale / Tam Makale
- Basım Tarihi: 2026
- Doi Numarası: 10.1080/21622965.2026.2720752
- Dergi Adı: Applied Neuropsychology: Child
- Derginin Tarandığı İndeksler: Science Citation Index Expanded (SCI-EXPANDED), Scopus, CINAHL, EMBASE, MEDLINE, Psycinfo
- Anahtar Kelimeler: child, Cochlear implant, executive function, hearing loss, preschool, working memory
- İstanbul Gelişim Üniversitesi Adresli: Evet
Özet
Objective: This study aims to investigate the relationship between parent-reported daily life auditory behaviors and teacher-evaluated executive functions in preschool children using cochlear implants (CIs). Material and Methods: Forty-seven children (23 girls, 24 boys) aged 4–6 years with bilateral CIs participated. The clinical profile showed successful auditory access (aided thresholds: 24.8 dB HL; word recognition: 82.5%). Auditory Behavior in Everyday Life (ABEL) and the Childhood Executive Functioning Inventory (CHEXI) scales were used. Data were analyzed using correlation, hierarchical regression, and mediation analyses. Results: Duration of CI use correlated significantly with auditory behaviors (r =.50, p <.01) and working memory (WM) (r =.48, p <.01). Regression analysis showed WM explained an additional 22% of variance in auditory performance (β =.45, p <.001). Mediation analysis confirmed auditory behaviors partially mediate the relationship between device experience and WM development (β =.22, p =.014). Girls demonstrated significantly higher WM scores than boys (p =.032). Conclusion: WM is a vital neurocognitive resource operating in synergy with auditory experience. Clinical protocols should include integrated strategies supporting WM capacity to maximize developmental potential.