Cognitive development, reading and prosodic skills in children with cochlear implants

Lyxell, Björn; Wass, Malin; Sahlén, Birgitta; Samuelsson, Christina; Asker-Árnason, Lena; Ibertsson, Tina; Mäki‐Torkko, Elina; Larsby, Birgitta; Hällgren, Mathias

doi:10.1111/j.1467-9450.2009.00754.x

Cited by 61 publications

(54 citation statements)

References 45 publications

(89 reference statements)

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“…The interesting part here is that our SEM models show that not only age but also the hearing loss per se contributes to a deterioration of semantic LTM. This result has been shown before with more profound impairments (Andersson, 2002;Lyxell et al, 2009) but is now shown for moderate hearing loss as well.…”

Section: Empirical Studies Study 1: Long-term Mismatch Effects On Memsupporting

confidence: 83%

Cognitive Hearing Science

Rönnberg

Rudner

Lunner

2011

Trends in Amplification

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Stuart Gatehouse was one of the pioneers of cognitive hearing science. The ease of language understanding (ELU) model (Rönnberg) is one example of a cognitive hearing science model where the interplay between memory systems and signal processing is emphasized. The mismatch notion is central to ELU and concerns how phonological information derived from the signal, matches/mismatches phonological representations in lexical and semantic long-term memory (LTM). When signals match, processing is rapid, automatic and implicit, and lexical activation proceeds smoothly. Given a mismatch, lexical activation fails, and working or short-term memory (WM/STM) is assumed to be invoked to engage in explicit repair strategies to disambiguate what was said in the conversation. In a recent study, negative long-term consequences of mismatch were found by means of relating hearing loss to episodic LTM in a sample of old hearing-aid wearers. STM was intact (Rönnberg et al.). Beneficial short-term consequences of a binary masking noise reduction scheme on STM was obtained in 4-talker babble for individuals with high WM capacity, but not in stationary noise backgrounds (Ng et al.). This suggests that individuals high on WM capacity inhibit semantic auditory distraction in 4-talker babble while exploiting the phonological benefits in terms of speech quality provided by binary masking (Wang). Both long-term and short-term mismatch effects, apparent in data sets including behavioral as well as subjective (Rudner et al.) data, need to be taken into account in the design of future hearing instruments.

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Section: Empirical Studies Study 1: Long-term Mismatch Effects On Memsupporting

confidence: 83%

Cognitive Hearing Science

Rönnberg

Rudner

Lunner

2011

Trends in Amplification

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“…Lyxell et al (2009) found that children with CI had equal performance with regard to accuracy, but they used a significantly longer time to retrieve the word than children with normal hearing. Löfkvist (2014) found children with CI to perform better on expressive, rather than receptive, language tests, which is opposite to how children with NH perform.…”

Section: Lexical Skillsmentioning

confidence: 89%

“…Phonological skills are, in this work, defined as the set of cognitive abilities dealing with the storage and processing of speech sounds (cf., Nakeva von Mentzer et al, 2013;Lyxell et al, 2009;Löfkvist et al, 2014). The concept as it is applied here does not encompass the processes that generate phonological output, but attempts to limit the application to the cognitive processes resulting in successful decoding of a speech signal into its separate sounds, similar to the definition used by Wass (2009).…”

Section: Phonological Skillsmentioning

confidence: 99%

“…Another factor which indirectly can influence reading ability, is impairments in hearing (Dillon et al, 2012;Lyxell et al, 2009) or vision (Greaney & Reason, 1999;Pring, 1994). Learning to read requires an understanding that speech sounds are separate from words and can be structured into infinite combinations (thus forming all words), and that letters and text are representations of language (Nakeva Von Mentzer, 2014).…”

Section: Reading Skillmentioning

confidence: 99%

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Cognitive capacities and composite cognitive skills in individuals with Usher syndrome type 1 and 2

Henricson

2015

Studies From the Swedish Institute for Disability Research

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“…To our knowledge only one intervention study has explored this [18]. Several studies of DHH children have shown reduced capacity in certain aspects of cognition, i.e., WM [19][20][21] PhPS [22][23][24][25][26], and lexical access [11,25,[27][28][29]. Fewer studies have sought to explore how these cognitive abilities relate to the development of PhPS [30].…”

Section: Introductionmentioning

confidence: 99%

The Phonics Approach in Swedish Children using Cochlear Implants or Hearing Aids: Inspecting Phonological Gain

Mentzer

Lyxell²,

Sahlén

et al. 2014

Commun Disord Deaf Stud Hearing Aids

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The present study investigated cognitive abilities (i.e. Phonological Processing Skills (PhPS), lexical access, complex and visual Working Memory (WM), and letter knowledge) in Deaf and Hard of Hearing children (DHH) 5, 6 and 7 years of age using cochlear implants or hearing aids. Children with Normal Hearing (NH) served as a reference group. All children took part of a computer-assisted intervention with a phonics approach for 4 weeks aimed to support PhPS. The first aim of the study was to examine associations between cognitive abilities and Phonological Processing Skills (PhPS) pre intervention in DHH and NH children respectively. The second aim was to examine cognitive predictors of phonological gain post intervention. Finally, the influence of background variables on phonological gain was examined in NH and DHH respectively and in DHH children with weak PhPS particularly. Results showed comparable performance level in NH and DHH children on the majority of cognitive tasks, but weaker PhPS and lexical access in the DHH children. A significant association between PhPS and complex WM was only evident in DHH children. This finding suggests that DHH recruit more cognitive resources in phonological processing. A phonological representation task was the single predictor of phonological gain in DHH children. Children with initial weak performance on this task but had letter-naming skills, displayed relatively more phonological gain from the phonics training. Children with difficulties with the phonological representation task were older when diagnosed and had an older age at amplification. Further, these children displayed broader cognitive difficulties, suggesting that reduced access to auditory stimulation may have wide ranging effects on cognitive development.

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Cognitive development, reading and prosodic skills in children with cochlear implants

Cited by 61 publications

References 45 publications

Cognitive Hearing Science

Cognitive Hearing Science

Cognitive capacities and composite cognitive skills in individuals with Usher syndrome type 1 and 2

The Phonics Approach in Swedish Children using Cochlear Implants or Hearing Aids: Inspecting Phonological Gain

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