Executive Functions and Deafness: Results in a Group of Cochlear Implanted Children

Giacomo, Andrea De; Murri, Alessandra; Matera, Emilia; Pompamea, Francesco; Craig, Francesco; Giagnotti, Francesca; Bartoli, R; Quaranta, Nicola

doi:10.3390/audiolres11040063

Cited by 6 publications

(2 citation statements)

References 28 publications

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“…The connection between SF and pragmatic abilities of children with CI is interesting, and was not found in children without hearing impairment [65]. In the study by Da Giacomo et al [66], VF was used as a measure of cognitive flexibility. Children with CI (n = 17), with a mean age of 8.8 years, produced an average of 14 words on the PF test and 34 words on the SF test, and in both cases, this was significantly fewer compared to a group of hearing peers.…”

Section: Discussionmentioning

confidence: 99%

Verbal, Figural, and Arithmetic Fluency of Children with Cochlear Implants

Škrbić

Ignjatović

Komazec

et al. 2023

Behavioral Sciences

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Cochlear implantation gives children with prelingual severe hearing loss and deafness the opportunity to develop their hearing abilities, speech, language, cognitive abilities and academic skills with adequate rehabilitation. The aim of the research was to analyze verbal, figural and arithmetic fluency and their interrelationship in children with a cochlear implant (CI) and children with normal hearing (NH). A total of 46 children with CI and 110 children with NH, aged 9 to 16, participated in the research. Verbal fluency was assessed using phonemic and semantic fluency, and non-verbal fluency using figural fluency. Arithmetic fluency was assessed using simple arithmetic tasks within the number range up to 100. The results showed that children with CI achieved poorer results in phonemic fluency (z = −4.92; p < 0.001), semantic fluency (z = −3.89; p < 0.001), figural fluency (z = −3.07; p = 0.002), and arithmetic fluency (z = −4.27; p < 0.001). In both groups, a positive correlation was obtained between the measured modalities and types of fluency. In the group of children with CI, a sex difference was obtained on the phonemic fluency test, in favor of girls. The age of children with CI was correlated with arithmetic fluency. Verbal, figural and arithmetic fluency of children with CI speak in favor of the importance of early auditory and language experiences.

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Section: Discussionmentioning

confidence: 99%

Verbal, Figural, and Arithmetic Fluency of Children with Cochlear Implants

Škrbić

Ignjatović

Komazec

et al. 2023

Behavioral Sciences

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“…Executive functions (EFs) are essential to face new situations without patterns previously learned and are defined as "abilities that enable an individual to establish new patterns of behavior and ways of thinking and introspection of self". The hypothesis is that EFs control the unfolding of cognitive processes rather than represent distinct cognitive operations [1,2].…”

Section: Introductionmentioning

confidence: 99%

Assessment of Executive Functions in Children with Sensorineural Hearing Loss and in Children with Specific Language Impairment: Preliminary Reports

Lauriello,

Mazzotta,

Mattei

et al. 2024

Brain Sciences

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Executive functions (EFs) are related abilities, associated with the frontal lobes functions, that allow individuals to modify behavioral patterns when they become unsatisfactory. The aim of this study was to assess EFs in children with sensorineural hearing loss (SNHL) and in children with “specific language impairment” (SLI), compared with a control group of children with normal development, to identify specific skill deficits. Three groups of preschool children aged between 2 and 6 years were assessed: 19 children with normal hearing, cognitive, and language development, 10 children with SNHL, and 20 children with SLI. The FE-PS 2-6 Battery was used for the assessment of preschool EFs, supplemented with the Modified Bell Test for the analysis of selective attention. Statistically significant differences were found between the two experimental groups and the control one, regarding the investigated skills. Children with SNHL showed a clear deficit in flexibility, whereas children with SLI had greater problems in self-regulation and management of waiting for gratification. Selective attention was found to be deficient in all three groups, with no statistically significant differences. This study shows that the skills investigated were found to be deficient in both SNHL and SLI patients. It is essential to start targeted exercises based on specific deficient skills as part of the rehabilitation program. It is of great importance to understand the consequences of EF deficit in preschool children to achieve an accurate diagnosis and carry out customized rehabilitation programs.

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