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| 2. |
- Asker-Árnason, Lena, et al.
(författare)
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The Relationship between Reading Comphehension, Working Memory and Language in Children with Cochlear Implants
- 2007
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Ingår i: Acta Neuropsychologica. - 1730-7503 .- 2084-4298. ; 5:4, s. 163-186
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Tidskriftsartikel (refereegranskat)abstract
- and profound hearing impairment treated by cochlear implants (CI). In this study we explore this relationship in sixteen Swedish children with CI. We found that over 60% of the children with CI performed at the level of their hearing peers in a reading comprehension test. Demographic factors were not predictive of reading comprehension, but a complex working memory task was. Reading percentile was significantly correlated to the working memory test, but no other correlations between reading and cognitive/linguistic factors remained significant after age was factored out. Individual results from a comparison of the two best and the two poorest readers corroborate group results, confirming the important role of working memory for reading as measured by comprehension of words and sentences in this group of children.
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| 3. |
- Lyxell, Björn, et al.
(författare)
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Cognitive development in children with cochlear implants: Relations to reading and communication
- 2008
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Ingår i: International Journal of Audiology. - : Informa UK Limited. - 1708-8186 .- 1499-2027. ; 47:S2, s. 47-52
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Konferensbidrag (refereegranskat)abstract
- The purpose of the present article is to present an overview of a set of studies conducted in our own laboratory on cognitive and communicative development in children with cochlear implants (CI). The results demonstrate that children with CIs perform at significantly lower levels on the majority of the cognitive tasks. The exceptions to this trend are tasks with relatively lower demands on phonological processing. A fairly high proportion of the children can reach a level of reading comprehension that matches hearing children, despite the fact that they have relatively poor phonological skills. General working memory capacity is further correlated with the type of questions asked in a referential communication task. The results are discussed with respect to issues related to education and rehabilitation.
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| 4. |
- Asker-Árnason, Lena, et al.
(författare)
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Picture-elicited written narratives, process and product, in 18 children with cochlear implants
- 2010
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Ingår i: Communication Disorders Quarterly. - Austin, TX : PRO-ED. - 1525-7401 .- 1538-4837. ; 31:4, s. 195-212
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Tidskriftsartikel (refereegranskat)abstract
- The purpose of the study was to explore the narrative writing of 18 children, ages 11 to 19, with severe and profound hearing impairment who had cochlear implants (CI), compared with the performance of hearing children. Nine of the 18 children had prelingual deafness and 9 children had postlingual deafness. The hearing impairment was progressive in 11 children. The participants thus formed a heterogeneous group, which was split in two ways: according to age at testing and age at implantation. The narratives were collected by means of keystroke logging. The difference between the children with CI and the hearing children was most prominent for two measures: the percentage of pause time (in the group of children older than 13 years) and lexical density. Furthermore, the children implanted after 5 years of age performed more like the hearing children. This group consisted of children with postlingual deafness and also of children who were deafened progressively. Our interpretation is that these children benefited from the early linguistic input. Taking the whole group of participants into consideration, the results reflect linguistic and cognitive processing limitations in complex linguistic tasks like narration for the children with CI in comparison with their hearing peers.
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| 8. |
- Ibertsson, Tina, et al.
(författare)
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A methodological contribution to the assessment of nonword repetition-a comparison between children with specific language impairment and hearing-impaired children with hearing aids or cochlear implants.
- 2008
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Ingår i: Logopedics Phoniatrics Vocology. - : Informa UK Limited. - 1401-5439 .- 1651-2022. ; 33, s. 168-178
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Tidskriftsartikel (refereegranskat)abstract
- Poor nonword repetition is considered as a clinical marker of specific language impairment (SLI). In children with expressive language problems, the analysis and scoring procedures are often insufficiently described. We argue for a combined analysis of segmental and suprasegmental accuracy in nonword repetition tasks as well as an appreciation of gender differences. The view is taken based on empirical findings in a comparison between children with specific language impairment, children with mild/moderate hearing impairment and hearing aids (HI), and children with severe to profound hearing impairment with cochlear implants (CI). With age and gender taken into consideration, the main effects of both group and syllable level on a combined measure of segmental and suprasegmental accuracy remained. Although not necessarily an index of limited working memory capacity, persistently poor imitation of nonwords might be an indication of language impairment in children with mild/moderate HI and in children with CI.
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| 9. |
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| 10. |
- Ibertsson, Tina
(författare)
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Cognition and communication in children/adolescents with cochlear implant
- 2009
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Doktorsavhandling (övrigt vetenskapligt/konstnärligt)abstract
- A cochlear implant (CI) is a device that provides individuals with severe to profound hearing impairment (SPHI) with auditory stimulation, which makes it possible for them to develop skills related to spoken communication. We have little knowledge about how hearing with a CI influences cognitive and communicative development and there is a need for development of methods for assessment. The general purpose of this thesis was to explore the interaction between cognition (working memory capacity) and phonological processing and more complex skills such as the ability to interact with hearing peers, speech recognition in noise and aspects of reading and writing in children/adolescents with CI. The ability to repeat and discriminate nonwords was assessed in 26 children/adolescents with CI aged 5;2-19;1. Thirteen of these, aged 9;0-19;1 were also assessed in a set of experimental tasks regarding general working memory, speech recognition in noise and some aspects of reading and writing and participated in a referential communication task for the assessment of conversational skills. The methods used were found adequate. The children/adolescents with CI had weak phonological processing skills, but in spite of this did not differ much from controls in reading, writing and conversation, even if phonological processing seemed to be related to reading skills. However, they tended to use different strategies than peers in requesting clarification in conversation and in reading, perhaps as an adaptation to their impairment. General working memory capacity was associated with strategies in requesting clarification and with the construction of written narratives and thus is a further factor influencing outcome.
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