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The Influence of Explicit and Implicit Memory Processes on the Spoken–Written Language Learning of Children with Cochlear Implants

Recent improvements in cochlear implants (CIs) and hearing aid technology are providing deaf children better access to sounds, yet many children with CIs and digital hearing aids continue to experience significant difficulties in verbal language learning, reading, and writing. It has been shown that explicit and intentional memory processes, like verbal rehearsal or semantic organizational strategies, can explain the language and literacy outcomes of CI and hearing aid users. More recently, however, researchers have suggested also an involvement of implicit memory, and particularly implicit sequence learning (SL), in the language and literacy delay of these children. This chapter reviews and discusses studies bringing evidence of the involvement of inefficient explicit memory processes and implicit SL in the language and literacy development of children with CIs. It is argued that the interaction between explicit and implicit memory processes (verbal rehearsal and implicit SL) can better account for CI users’ problems with language and literacy acquisition.