| 1. |
- 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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| 2. |
- Hansson, Kristina, et al.
(författare)
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Can a 'single hit' cause limitations in language development? A comparative study of Swedish children with hearing impairment and children with specific language impairment.
- 2007
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Ingår i: International Journal of Language & Communication Disorders. - : Wiley. - 1368-2822 .- 1460-6984. ; 42:3, s. 307-323
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Tidskriftsartikel (refereegranskat)abstract
- Studies of language in children with mild-to-moderate hearing impairment ( HI) indicate that they often have problems in phonological shortterm memory (PSTM) and that they have linguistic weaknesses both in vocabulary and morphosyntax similar to children with specific language impairment (SLI). However, children with HI may be more likely than children with SLI to acquire typical language skills as they get older. It has been suggested that the more persisting problems in children with SLI are due to a combination of factors: perceptual, cognitive and/or linguistic. Aims: The main aim of this study was to explore language skills in children with HI in comparison with children with SLI, and how children with both HI and language impairment differ from those with non-impaired spoken language skills. Methods & Procedures: PSTM, output phonology, lexical ability, receptive grammar and verb morphology were assessed in a group of children with mild-to-moderate HI ( n=11) and a group of children with SLI (n=12) aged 5 years 6 months to 9 years 0 months. Outcomes & Results: The HI group tended to score higher than the SLI group on the language measures, although few of the differences were significant. The children with HI had their most obvious weaknesses in PSTM, vocabulary, receptive grammar and inflection of novel verbs. The subgroup of children with HI ( five out of 10) who also showed evidence of grammatical output problems was significantly younger than the remaining children with HI. Correlation analysis showed that the language variables were not associated with age, whereas hearing level was associated with PSTM. Conclusions: Children with HI are at risk for at least a delay in lexical ability, receptive grammar and grammatical production. The problems seen in the HI group might be explained by their low-level perceptual deficit and weak PSTM. For the SLI group the impairment is more severe. From a clinical perspective an important conclusion is that the language development in children with even mild-to-moderate HI deserves attention and support.
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| 3. |
- Ibertsson, Tina, et al.
(författare)
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Deaf teenagers with cochlear implants in conversation with hearing peers
- 2009
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Ingår i: International journal of language and communication disorders. - : John Wiley & Sons. - 1368-2822 .- 1460-6984. ; 44:3, s. 319-337
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Tidskriftsartikel (refereegranskat)abstract
- BACKGROUND:This study investigates the use of requests for clarification in conversations between teenagers with a cochlear implant (CI) and hearing peers. So far very few studies have focused on conversational abilities in children with CI.AIMS:The aim was to explore co-construction of dialogue in a referential communication task and the participation of the teenagers with CI in comparison with individually matched hearing children and teenagers (HC) by studying the use of requests for clarification.METHODS & PROCEDURES:Sixteen conversational pairs participated: eight pairs consisting of a child with CI and his/her hearing conversational partner (CIP); and eight pairs consisting of an HC and a conversational partner (HCP). The conversational pairs were videotaped while carrying out a referential communication task requiring the description of two sets of pictures depicting faces. The dialogues were transcribed and analysed with respect to the number of words and turns, the time it took for each pair to complete the tasks, and the occurrence and different types of requests for clarification that were used in each type of conversational pair and in each type of dialogue.OUTCOMES & RESULTS:The main finding was that the teenagers with CI produced significantly more requests for clarification than the HCs. The most frequently used type of request for clarification in all dialogues was request for confirmation of new information. Furthermore, there was a trend for the teenagers with CI to use this type of request more often than the HC. In contrast, the teenagers with CI used significantly fewer requests for confirmation of already given information and fewer requests for elaboration than the HC.CONCLUSIONS & IMPLICATIONS:The deaf teenagers with CI in the study seem to be equally collaborative and responsible conversational partners as the hearing teenagers. The interpretation is that certain conditions in this study facilitate their participation in conversation. Such conditions might be a calm environment, a task that is structured and without time limits and that the partner is well known to the teenager with CI.
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| 4. |
- Lyxell, Björn, et al.
(författare)
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Cognitive development, reading and prosodic skills in children with cochlear implants
- 2009
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Ingår i: Scandinavian Journal of Psychology. - : Wiley. - 1467-9450 .- 0036-5564. ; 50:5, s. 463-474
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Tidskriftsartikel (refereegranskat)abstract
- This report summarizes some of the results of studies in our laboratory exploring the development of cognitive, reading and prosodic skills in children with cochlear implantation (CI). The children with CI performed at significantly lower levels than the hearing comparison group on the majority of cognitive tests, despite showing levels of nonverbal ability. The differences between children with CI and hearing children were most pronounced on tasks with relatively high phonological processing demands, but they were not limited to phonological processing. Impairment of receptive and productive prosody was also evident in children with CI. Despite these difficulties, 75% of the children with CI reached a level of reading skill comparable to that of hearing children. The results are discussed with respect to compensation strategies in reading.
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| 5. |
- Wass, Malin, et al.
(författare)
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Cognitive and linguistic skills in Swedish children with cochlear implants - measures of accuracy and latency as indicators of development
- 2008
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Ingår i: Scandinavian Journal of Psychology. - : Wiley. - 1467-9450 .- 0036-5564. ; 49:6, s. 559-576
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Tidskriftsartikel (refereegranskat)abstract
- Wass, M., Ibertsson, T., Lyxell, B., Sahlen, B., Hallgren, M., Larsby, B. & Maki-Torkko, E. (2008). Cognitive and linguistic skills in Swedish children with cochlear implants - measures of accuracy and latency as indicators of development. Scandinavian Journal of Psychology. The purpose of the present study was to examine working memory (WM) capacity, lexical access and phonological skills in 19 children with cochlear implants (CI) (5;7-13;4 years of age) attending grades 0-2, 4, 5 and 6 and to compare their performance with 56 children with normal hearing. Their performance was also studied in relation to demographic factors. The findings indicate that children with CI had visuospatial WM capacities equivalent to the comparison group. They had lower performance levels on most of the other cognitive tests. Significant differences between the groups were not found in all grades and a number of children with CI performed within 1 SD of the mean of their respective grade-matched comparison group on most of the cognitive measures. The differences between the groups were particularly prominent in tasks of phonological WM. The results are discussed with respect to the effects of cochlear implants on cognitive development.
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