Abstract
<jats:p><p style="text-align: justify;"><strong>Context and relevance. </strong>The growing number of children with cochlear implants, the need to support the development of their cognitive functions, and the search for effective approaches to psychological support and rehabilitation as factors contributing to child resilience underscore the relevance of studying cognitive development in children after cochlear implantation. <strong>Objective</strong>. To identify features of children&rsquo;s mental development after cochlear implantation depending on the duration of cochlear implant use. <strong>Methods and materials. </strong>The sample comprised 42 children aged 6&mdash;11 years with different durations of cochlear implant use. Speech, thinking, memory, and attention (attention productivity) were assessed using A.R. Luria&rsquo;s neuropsychological tests as adapted by Zh.M. Glozman. Group differences were analyzed using the nonparametric Kruskal&mdash;Wallis test. <strong>Results</strong>. Children&rsquo;s mental development after cochlear implantation was associated with the duration of implant use. During the 8th&mdash;9th year of implant use, attention productivity decreased (p = 0.001), whereas speech, thinking, and mnemonic functions approached normative levels compared with children who had used the implant for up to 5 years (p = 0.001). Qualitative and quantitative analyses of mental development across each period are presented, including clinical examples. <strong>Conclusions</strong>. Following cochlear implantation, children showed lower performance on measures of thinking, mnemonic, and speech functions. The duration of cochlear implant use was associated with changes in mental development: speech, thinking, and memory improved, while attention productivity decreased. The findings may inform the development of psychological intervention programmers and can be used by psychologists and educators working with child</p></jats:p>