Elementary Cognitive Processes Underlying Verbal Working Memory in Pre-lingually Deaf Children with Cochlear Implants

AuBuchon, Angela M.; Pisoni, David B.; Kronenberger, William G.

doi:10.1007/978-1-4939-2788-3_17

Cited by 4 publications

(4 citation statements)

References 58 publications

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“…According to F. E. Kyle and C. Cane, this is affected by the lack of an active vocabulary, the difficulty in perceiving abstract concepts, and the perception of textual information [27]. The development of auditory-speech memory with the preservation of visual memory is also reduced, which generally corresponds to the findings of other researchers [28] and, through a number of mechanisms, is associated with the nature of the primary defect [3]. At the same time, the normative but not increased development of visual memory is consistent with modern ideas about the limited compensatory ability of the visual analyzer in deaf and hard-ofhearing children [29].…”

Section: Discussionsupporting

confidence: 59%

Psychological and Pedagogical Components of the Readiness of Children with Hearing Impairments to Learn in the Context of Updated Content of Education

Sivinskiy

Sadykova

Kulambayeva

et al. 2021

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Introduction. А new model of education introduced in general education schools of the Republic of Kazakhstan, is characterized by a criterion system for assessing the student’s knowledge (involving the student, his self-esteem), stimulating the student’s activity in obtaining knowledge and communication skills. These processes can be challenging for children with hearing impairment. The issue of the psychological and pedagogical readiness of students with hearing impairments to switch to new curricula is examined in this study using the example of the Republic of Kazakhstan. Materials and Methods. Pursuant to the objectives of the study, the sample of children with hearing impairments, was formed without exclusion of children with concomitant impairments similar to the structure of this group present in overall population. In the general sample, which includes 138 children and adolescents 10–15 years old who were divided into four experimental and four control groups in accordance with their educational level, the emotional-volitional, intellectual and cognitive characteristics of deaf and hard-of-hearing children and their success in performing tasks in classic and updated programs were studied. Results.In the children with hearing impairments, visual attention, hearing and speech memory, and conceptual thinking were reduced. The volitional regulation of complex actions and visual memory corresponded to the age norm. Children with hearing impairments performed the educational tasks less well, whereby they performed the tasks of the updated programs significantly more efficiently in comparison to classical tasks. Conclusions are drawn about the effectiveness of the updated educational programs for teaching this group of children. Discussion and Conclusion. Our psychological and pedagogical study of this problem reveals that children with hearing impairments perform better at some tasks compiled in accordance with updated educational programs, indicating their effectiveness for this category of students. At the same time, a decrease in the number of cognitive processes of students in correctional schools with hearing impairments compared to their peers is also shown, namely in visual attention, auditory-speech memory, and thinking with the development of volitional processes corresponding to age. It is necessary to take into account the level of development of these processes in the formation and implementation of training programs.

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Section: Discussionsupporting

confidence: 59%

Psychological and Pedagogical Components of the Readiness of Children with Hearing Impairments to Learn in the Context of Updated Content of Education

Sivinskiy

Sadykova

Kulambayeva

et al. 2021

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“…Thus, measures of immediate serial recall performance in early childhood may have a predictive value for long-term outcomes precisely because rehearsal has not become automatic. However, as children get older, it becomes less clear whether poor digit span performance reflects differences in attentional resources or atypical rehearsal development (AuBuchon et al, 2016).…”

Section: Resultsmentioning

confidence: 99%

Strategy Use on Clinical Administrations of Short-Term and Working Memory Tasks

AuBuchon

Kronenberger

Stone

et al. 2020

Journal of Psychoeducational Assessment

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Experimental measures of working memory that minimize rehearsal and maximize attentional control best predict higher-order cognitive abilities. These tasks fundamentally differ from clinically administered span tasks, which do not control strategy use. Participants engaged in concurrent articulation (to limit rehearsal) or concurrent tapping (to limit attentional refreshing) during forward and backward serial recall with each of three distinct stimulus sets: digits, line drawings of common objects, and images of nonsense symbols. The span tasks used common clinical stopping and scoring procedures. Scores were highest for digits and lowest for novel symbols in all combinations of direction and concurrent task. Furthermore, concurrent articulation and concurrent tapping interfered with backward recall to the same degree. Together, these findings indicate that clinically administered immediate serial recall tasks depend on both rehearsal and long-term lexical knowledge making it difficult to use these tasks to separate problems in language ability from problems in attention.

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“…The Hearing in Noise Test for Children (HINT-C) in Quiet (Nilsson et al, 1996) is an open-set sentence recognition test consisting of 10 brief sentences presented in quiet in a sound-attenuated booth; scores are percentage of words correctly repeated (NH participants were not administered the HINT-C because of ceiling effects). Longest DSF and DSB were obtained from the Computerized Visual Digit Span test (AuBuchon et al, 2015), in which the subject reproduced sequences of digits presented on a computer screen by touching the numerals on a 3 × 3 video response grid. The Wechsler Intelligence Scale for Children-Fifth Edition LNS subtest was also administered in standard format as a part of the FTF protocol.…”

Section: Ftf Study Individually Administered Tests Of Verbal Stm/wmmentioning

confidence: 99%

Remote Assessment of Verbal Memory in Youth With Cochlear Implants During the COVID-19 Pandemic

Kronenberger

Montgomery

Henning

et al. 2021

Am J Speech Lang Pathol

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Purpose Youth with cochlear implants (CIs) are at risk for delays in verbal short-term memory (STM)/working memory (WM), which adversely affect language, neurocognitive, and behavioral outcomes. Assessment of verbal STM/WM is critical for identifying and addressing these delays, but standard assessment procedures require face-to-face (FTF) administration. The purpose of this study was to determine the feasibility and validity of remote testing methods (teleassessment) of verbal STM/WM in youth with CIs as a method of addressing COVID-19–related restrictions on FTF test administration. Method Tests of verbal STM/WM for nonwords, digit spans, letter–number sequences, sentences, and stories were individually administered by speech-language pathologists over a teleassessment platform to 28 youth (aged 9–22 years) with CIs and 36 same-aged normal-hearing peers. Examiners, parents, and participants completed quality and satisfaction ratings with the teleassessment procedure. Teleassessment scores were compared to results of tests obtained at FTF visits an average of 1.6 years earlier. Results Quality and satisfaction ratings for teleassessment were high and in almost all cases did not differ between the CI and normal-hearing samples. Youth with CIs scored lower than normal-hearing peers on measures of verbal STM/WM, and scores for digit span and letter–number sequencing did not differbetween teleassessment and FTF methods. Correlations across teleassessment and FTF visits were strong for digit span, letter–number sequencing, and sentence memory, but were more modest for nonword repetition. Conclusion With some caveats, teleassessment of verbal STM/WM was feasible and valid for youth with CIs.

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Elementary Cognitive Processes Underlying Verbal Working Memory in Pre-lingually Deaf Children with Cochlear Implants

Cited by 4 publications

References 58 publications

Psychological and Pedagogical Components of the Readiness of Children with Hearing Impairments to Learn in the Context of Updated Content of Education

Psychological and Pedagogical Components of the Readiness of Children with Hearing Impairments to Learn in the Context of Updated Content of Education

Strategy Use on Clinical Administrations of Short-Term and Working Memory Tasks

Remote Assessment of Verbal Memory in Youth With Cochlear Implants During the COVID-19 Pandemic

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