Salime Jafari, Zahra Jeddi,
Volume 29, Issue 1 (3-2026)
Abstract
Children with cochlear implants exhibit significant variability in spoken language learning. Given the essential role of working memory components in language learning and the focus on cognitive processes by cochlear implant devices, it appears that significant differences in central neurocognitive functions, especially working memory, can partly explain individual variability in speech and language performance. Therefore, the purpose of this narrative review is to survey studies that have examined the relationship between working memory components, including the phonological loop, visuospatial Sketchpad, episodic buffer, and central executive, and oral language skills in children using cochlear implants. The results of the studies showed that working memory components grow and strengthen as the individual's auditory and linguistic experience increases, and their impact on the development of a wide range of language and speech skills is significant. The results of the studies indicate a two-way relationship between working memory skills and oral language skills, in that the basic performance and growth of one affects the progress of the other. Therefore, assessing the working memory performance of these children before using the device may improve the prediction of their language outcomes and lead to more effective design of rehabilitation programs after cochlear implantation
