Working memory, short-term memory and reading proficiency in school-age children with cochlear implants

Bharadwaj, Sneha V.; Maricle, Denise E.; Green, Lauren; Allman, Tamby

doi:10.1016/j.ijporl.2015.07.006

Cited by 33 publications

(25 citation statements)

References 25 publications

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“…This indicates that adequate auditory input is necessary in order to develop and support these forms of cognition. These results are consistent with existing literature (Lyxell et al, 2008;Harris et al, 2013;Marschark & Wauters, 2015;Daza et al, 2014;Bharadwaj et al, 2015). The nding that young children (4-6 years) with CIs and their NH peer had similar performance improvements on the attention subtests is supported by some previous research (Marschark et al, 1993;Smith et al, 1998;Surowiecki et al, 2002 The improvement in Leiter-R scores post cochlear implantation in deaf children on cognitive skills, mainly memory and reasoning, was remarkable.…”

Section: Discussionsupporting

confidence: 91%

Cognitive Functioning in Deaf Children Using Cochlear Implants

Almomani

Garadat

Alqudah

et al. 2020

Preprint

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BACKGROUND: Cognitive abilities like language, memory, reasoning, visualization, and perceptual functioning shape human action and are considered critical to the successful interaction with the environment. Alternatively, hearing loss can disrupt a child’s ability to communicate, and negatively impact cognitive development. Cochlear implants (CI) restore auditory input thereby supporting communication and may enhance cognitive performance. This study compares general cognitive development after cochlear implantation in two groups of children implanted earlier (age:4-6 years, N=22) and later (7-9 years, N=16) to the development of randomly selected normal hearing peers (N=48).DESIGN: Visualization, reasoning, memory, and attention were assessed using the Leiter-R scale at baseline (before implantation), and 8 months and 16 months post implantation for children with and without hearing loss RESULTS: Over the 16-month period, the cognitive improvement of 4-6 year old deaf children was greater than that of their normal hearing peers on all scales except for attention, while the improvement of 7-9 year olds was less major than that of their normal hearing peers on all scales. CONCLUSIONS: These results suggest that CI not only enhances communication skills but may improve cognitive functioning in deaf children. However, the extent of this improvement was dependent on age at intervention; current results demonstrated that the children received CI at young ages had better cognitive improvements.

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Section: Discussionsupporting

confidence: 91%

Cognitive Functioning in Deaf Children Using Cochlear Implants

Almomani

Garadat

Alqudah

et al. 2020

Preprint

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“…Children with CIs are often found to have reading abilities poorer than those of their peers with NH, and that disability has been found to correlate with their verbal working memory problems (Bharadwaj, Maricle, Green, & Allman, 2015;Daza, Phillips-Silver, del Mar Ruiz-Cuadra, & López-López, 2014;Edwards, Aitkenhead, & Langdon, 2016;Fagan, Pisoni, Horn, & Dillon, 2007). This observed relationship has led to the conclusion that working memory capacity explains variability in reading ability among deaf children.…”

Section: Phonological Awareness Verbal Working Memory and Readingmentioning

confidence: 99%

“…These included word reading, reading comprehension, narrative abilities, and speech recognition in noise. Although different instruments have been used to measure these abilities, they are typically the ones thought to depend on verbal working memory (Bharadwaj et al, 2015;Daza et al, 2014;Edwards et al, 2016;Fagan et al, 2007;Kronenberger et al, 2014). However, in those earlier studies, verbal working memory was examined as a potential predictor of language, literacy, or speech recognition skills, independent of the factors found to underlie it, such as vocabulary.…”

Section: Potential Dependent Functionsmentioning

confidence: 99%

Verbal Working Memory in Children With Cochlear Implants

Nittrouer

Caldwell-Tarr

Low

et al. 2017

J Speech Lang Hear Res

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Purpose Verbal working memory in children with cochlear implants and children with normal hearing was examined. Participants Ninety-three fourth graders (47 with normal hearing, 46 with cochlear implants) participated, all of whom were in a longitudinal study and had working memory assessed 2 years earlier. Method A dual-component model of working memory was adopted, and a serial recall task measured storage and processing. Potential predictor variables were phonological awareness, vocabulary knowledge, nonverbal IQ, and several treatment variables. Potential dependent functions were literacy, expressive language, and speech-in-noise recognition. Results Children with cochlear implants showed deficits in storage and processing, similar in size to those at second grade. Predictors of verbal working memory differed across groups: Phonological awareness explained the most variance in children with normal hearing; vocabulary explained the most variance in children with cochlear implants. Treatment variables explained little of the variance. Where potentially dependent functions were concerned, verbal working memory accounted for little variance once the variance explained by other predictors was removed. Conclusions The verbal working memory deficits of children with cochlear implants arise due to signal degradation, which limits their abilities to acquire phonological awareness. That hinders their abilities to store items using a phonological code.

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“…Working memory has limited capacity for processing the information of same data or other which are preserved and at the same time coordination of resources was suggested to be the key role of working memory (Bharadwaj et al, 2015), (Swanson et al, 2009).…”

Section: Theories Of Cognition Aging and Workmentioning

confidence: 99%

Effect of short-term memory and working memory in diabetes with comorbidities condition

Seema

2020

ijrps

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Cognitive function refers to the ability of humans to function normally which includes physical as well as mental interpretation like ability to focus, concentrate, learn, plan, determine, execute, manipulate and problem solving. Etiologic of cognitive dysfunction includes AD, depression, anxiety and vascular dementia, hippocampal sclerosis etc., Diabetes associated with cognitive decline are related to short fall of learning and memory. Cognitive impairment/dysfunction in diabetic patients has been divided into three stages, stage one, stage two and stage three. Stage one, occur in all groups of different ages and it is characterized by mild and subtle changes in cognition. Deficit in short-term memory and working memory leads to major problems like Alzheimer disease and dementia. The pathophysiology of cognitive decline associated involves microvascular injury, hyperglycaemia, insulin resistance and oxidative stress. Diabetes associated with comorbidities condition leads to decrease in short-term memory and working memory. From this review we observed short term memory retains small amount of data in cognizance which are readily available state for short period of time whereas working memory manipulates the information through visual and auditory storage and it is important in understanding and improving the memory. Conclusion of this review is that, there is a decrease in short-term memory and working memory in type 2 diabetes patient condition. But there is no evidence of which type comorbidity condition affects more in short-term memory and working memory. So, further research study to be carried out.

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Working memory, short-term memory and reading proficiency in school-age children with cochlear implants

Cited by 33 publications

References 25 publications

Cognitive Functioning in Deaf Children Using Cochlear Implants

Cognitive Functioning in Deaf Children Using Cochlear Implants

Verbal Working Memory in Children With Cochlear Implants

Effect of short-term memory and working memory in diabetes with comorbidities condition

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