Background and Aim: The dichotic auditory-verbal memory test (DAVMT) is useful in detecting auditory-verbal memory deficits and differences in memory function between the brain hemispheres. The purpose of this study was to prepare the Persian version of dichotic auditory-verbal memory test and to obtain its results in 18- to 25-year old normal individuals of both genders in Iran.
Methods: The Persian version of dichotic auditory-verbal memory test like the original one consisted of 18 lists of ten words. The lists were arranged such that 10 words were presented to one ear, with the reverse words simultaneously were presented to the other ear, constituting a dichotic test situation. After preparing the 18 lists, content validity was assessed by a panel of eight experts and then, the words of each list were recorded on CD in a dichotic mode. Thereafter, it was performed on one hundred and ten normal individuals with ages ranging from 18 to 25 years (mean age: 21.3 SD 1.9 years) and the scores were recorded on a specially designed scoring sheet.
Results: There was no significant difference between mean scores of 18 lists of the dichotic auditory-verbal memory test. The overall mean of CVI was 96% for the 18 lists and the mean score of dichotic auditory-verbal memory test was 6.5 SD 1.0 in the normal group.
Conclusion: Based on the obtained results, the Persian version of dichotic auditory-verbal memory test has a good content validity and can be used in detecting the auditory-verbal memory deficits.

Background and Aim: Although the ability of speech perception has been improved in implanted subjects with recent progress in technology, cochlear implantation alone is not enough and more aural rehabilitation is necessary. The aim of this study was to assess improvement of speech perception in children with cochlear implant.
Methods: Fourteen cochlear implanted children with a mean age of 5.5 years participated in this study. Auditory training was performed in 10 to 43 sessions. Speech recognition and perception were evaluated every 3 months. Third evaluation was done only for 4 patients.
Results: Mean total score of the first evaluation was 43.21%, of the second was 63.76%, and of the third evaluation was 78%. All children obtained complete score for sound awareness at the first evaluation. In environmental sounds discrimination, 71.3%, 84.36%, and 100% answered completely to the questions of three evaluations respectively. In speech sounds discrimination, 34.7% in the first, 57.04% in the second, and 85% in the third evaluation obtained the complete score, and in auditory memory, complete responses were 21% for the first, 57.12% for the second, and 83% for third evaluation. In story rephrasing and comprehension, no one answered to questions completely. However, 12.83% obtained the complete score in the second and third evaluations. There were statistically significant differences between the first and the second evaluation (p=0.002(.
Conclusion: Sound awareness ability seems to be achieved rapidly. Development of speech and environmental sound discrimination abilities, particularly speech comprehension which is the most important skill, need more impressive training.