| 1. |
- Socher, Michaela, et al.
(författare)
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Pragmatic Language Skills : A Comparison of Children With Cochlear Implants and Children Without Hearing Loss
- 2019
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Ingår i: Frontiers in Psychology. - : Frontiers Media S.A.. - 1664-1078. ; 10
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Tidskriftsartikel (refereegranskat)abstract
- Pragmatic language ability refers to the ability to use language in a social context. It has been found to be correlated with success in general education for deaf and hard of hearing children. It is therefore of great importance to study why deaf and hard of hearing children often perform more poorly than their hearing peers on tests measuring pragmatic language ability. In the current study the Pragmatics Profile questionnaire from the CELF-IV battery was used to measure pragmatic language ability in children using cochlear implants (N = 14) and children without a hearing loss (N = 34). No significant difference was found between the children with cochlear implants (CI) and the children without hearing loss (HL) for the sum score of the pragmatics language measure. However, 35.71% of the children with CI performed below age norm, while only 5.89% of the children without HL performed below age norm. In addition, when dividing the sum score into three sub-measures: Rituals and Conversational skills (RCS), Asking for, Giving, and Responding to Information (AGRI), and Nonverbal Communication skills (NCS), significant differences between the groups were found for the NCS measure and a tendency for a difference was found for the RCS measure. In addition, all three sub-measures (NCS, AGRI, RCS) were correlated to verbal fluency in the children with CI, but not the children without HL.
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| 2. |
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| 3. |
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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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| 5. |
- Asker-Árnason, Lena, et al.
(författare)
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Reading Comprehension and Working Memory Capacity in Children with Hearing Loss and Cochlear Implants or Hearing Aids
- 2015
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Ingår i: Volta Review. - 0042-8639 .- 2162-5158. ; Volume 115(1):Spring/Summer 2015, s. 36-65
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Tidskriftsartikel (refereegranskat)abstract
- Reading comprehension and three aspects of working memory—general, visuospatial and phonological—was assessed in 41 children with hearing loss: 23 with cochlear implants and 18 with hearing aids. Performance on these tests was compared between the two groups of children with hearing loss and also related to that of 55 children with typical hearing. All children were between 6 and 14 years of age. The children with hearing aids performed significantly more poorly on the reading comprehension test than the children with typical hearing but this difference was not significant between the children with cochlear implants and the children with typical hearing. In the group of children with cochlear implants, the results from the reading test and the results from all three working memory tests correlated significantly, whereas in the group of children with hearing aids there was no correlation between the reading test and the visual working memory test. The reading test results from the children with typical hearing correlated significantly with the results from the phonological working memory test but not with the other working memory tests. The authors concluded that the children with cochlear implants might have developed orthographic decoding earlier than the children with hearing aids due to their more profound hearing loss.
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| 6. |
- 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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| 7. |
- Henricson, Cecilia, 1980-, et al.
(författare)
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Cognitive skills in children with Usher syndrome typ 1 and cochlear implants
- 2012
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Ingår i: International Journal of Pediatric Otorhinolaryngology. - Clare, Ireland : Elsevier. - 0165-5876 .- 1872-8464. ; 76:10, s. 1449-1457
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Tidskriftsartikel (refereegranskat)abstract
- Introduction: Usher syndrome is a genetic condition causing deaf-blindness and is one of the most common causes of syndromic deafness. Individuals with USH1 in Sweden born during the last 15 years have typically received cochlear implants (CI) as treatment for their congenital, profound hearing loss. Recent research in genetics indicates that the cause of deafness in individuals with Usher type 1 (USH1) could be beneficial for the outcome with cochlear implants (CI). This population has not previously been the focus of cognitive research.Objective: The present study aims to examine the phonological and lexical skills and working memory capacity (WMC) in children with USH1 and CI and to compare their performance with children with NH, children with hearing-impairment using hearing-aids and to children with non-USH1 deafness using CI. The participants were 7 children aged 7-16 years with USH1 and CI.Methods: The participants performed 10 sets of tasks measuring phonological and lexical skills and working memory capacity.Conclusions: The results indicate that children with USH1 and CI as a group in general have a similar level of performance on the cognitive tasks as children with hearing impairment and hearing aids. The group with USH1 and CI has a different performance profile on the tests of working memory, phonological skill and lexical skill than children with non-USH1 deafness using CI, on tasks of phonological working memory and phonological skill.
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| 8. |
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| 9. |
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| 10. |
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| 11. |
- Lyxell, Björn, et al.
(författare)
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Cognitive and communicative development in deaf and hearing-impaired children with cochlear implants and/or hearing-aids
- 2011
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Konferensbidrag (övrigt vetenskapligt/konstnärligt)abstract
- The purpose of the study was to examine neurophysiological, cognitive and linguistic development in deaf and hearing-impaired children (5–7 years of age) with CI and/or hearingaids and how a phonological intervention programme may influence this development. The deaf and hearing-impaired children were compared with age-matched hearing children. The results reveal that deaf and hearing-impaired children had equivalent or close to equivalent performance levels compared to hearing children for cognitive and linguistic tasks with relatively low demands on phonological processing, whereas there was a substantial and significant difference between the groups for cognitive tasks involving explicit phonological processing. The results indicate that there is a relationship between age at implant and neurophysiological, cognitive and linguistic development, where early implantation promotes faster development. The childrens´ cognitive performance increased as a function of phonological intervention.
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| 12. |
- Lyxell, Björn, et al.
(författare)
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Cognitive and communicative development in deaf and hearing-impaired children with cochlear implants and/or hearing-aids
- 2013
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Konferensbidrag (övrigt vetenskapligt/konstnärligt)abstract
- The purpose of the study was to examine neurophysiological, cognitive and linguistic development in deaf and hearing-impaired children (5–7 years of age) with CI and/or hearingaids and how a phonological intervention programme may influence this development. The deaf and hearing-impaired children were compared with age-matched hearing children. The results reveal that deaf and hearing-impaired children had equivalent or close to equivalent performance levels compared to hearing children for cognitive and linguistic tasks with relatively low demands on phonological processing, whereas there was a substantial and significant difference between the groups for cognitive tasks involving explicit phonological processing. The results indicate that there is a relationship between age at implant and neurophysiological, cognitive and linguistic development, where early implantation promotes faster development. The childrens´ cognitive performance increased as a function of phonological intervention.
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| 13. |
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| 14. |
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| 15. |
- 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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| 16. |
- 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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| 17. |
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| 18. |
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| 19. |
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| 20. |
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| 21. |
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| 22. |
- Marcusson, Jan, et al.
(författare)
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Proactive healthcare for frail elderly persons : study protocol for a prospective controlled primary care intervention in Sweden
- 2019
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Ingår i: BMJ Open. - : BMJ Publishing Group Ltd. - 2044-6055. ; 9:5
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Tidskriftsartikel (refereegranskat)abstract
- Introduction The provision of healthcare services is not dedicated to promoting maintenance of function and does not target frail older persons at high risk of the main causes of morbidity and mortality. The aim of this study is to evaluate the effects of a proactive medical and social intervention in comparison with conventional care on a group of persons aged 75 and older selected by statistical prediction.Methods and analysis In a pragmatic multicentre primary care setting (n=1600), a prediction model to find elderly (75+) persons at high risk of complex medical care or hospitalisation is used, followed by proactive medical and social care, in comparison with usual care. The study started in April 2017 with a run-in period until December 2017, followed by a 2-year continued intervention phase that will continue until the end of December 2019. The intervention includes several tools (multiprofessional team for rehabilitation, social support, medical care home visits and telephone support). Primary outcome measures are healthcare cost, number of hospital care episodes, hospital care days and mortality. Secondary outcome measures are number of outpatient visits, cost of social care and informal care, number of prescribed drugs, health-related quality of life, cost-effectiveness, sense of security, functional status and ability. We also study the care of elderly persons in a broader sense, by covering the perspectives of the patients, the professional staff and the management, and on a political level, by using semistructured interviews, qualitative methods and a questionnaire.Ethics and dissemination Approved by the regional ethical review board in Linköping (Dnr 2016/347-31). The results will be presented in scientific journals and scientific meetings during 2019–2022 and are planned to be used for the development of future care models.
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| 23. |
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| 24. |
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| 25. |
- Nakeva von Mentzer, Cecilia, 1968-, et al.
(författare)
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Computer-assisted training of phoneme-grapheme correspondence for children who are deaf and hard of hearing : Effects on phonological processing skills
- 2013
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Ingår i: International Journal of Pediatric Otorhinolaryngology. - Amsterdam, Netherlands : Elsevier. - 0165-5876 .- 1872-8464. ; 77:12, s. 2049-2057
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Tidskriftsartikel (refereegranskat)abstract
- Objective: Examine deaf and hard of hearing (DHH) children's phonological processing skills in relation to a reference group of children with normal hearing (NH) at two baselines pre intervention. Study the effects of computer-assisted phoneme-grapheme correspondence training in the children. Specifically analyze possible effects on DHH children's phonological processing skills.Methods: The study included 48 children who participated in a computer-assisted intervention study, which focuses on phoneme-grapheme correspondence. Children were 5, 6, and 7 years of age. There were 32 DHH children using cochlear implants (CI) or hearing aids (HA), or both in combination, and 16 children with NH. The study had a quasi-experimental design with three test occasions separated in time by four weeks; baseline 1 and 2 pre intervention, and 3 post intervention. Children performed tasks measuring lexical access, phonological processing, and letter knowledge. All children were asked to practice ten minutes per day at home supported by their parents.Results: NH children outperformed DHH children on the majority of tasks. All children improved their accuracy in phoneme-grapheme correspondence and output phonology as a function of the computer-assisted intervention. For the whole group of children, and specifically for children with CI, a lower initial phonological composite score was associated with a larger phonological change between baseline 2 and post intervention. Finally, 18 DHH children, whereof 11 children with CI, showed specific intervention effects on their phonological processing skills, and strong effect sizes for their improved accuracy of phoneme-grapheme correspondence.Conclusion: For some DHH children phonological processing skills are boosted relatively more by phoneme-grapheme correspondence training. This reflects the reciprocal relationship between phonological change and exposure to and manipulations of letters.
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| 26. |
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| 27. |
- Nakeva von Mentzer, Cecilia, et al.
(författare)
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Coputer based phonological intervention : Effects on phonological processing
- 2012
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Konferensbidrag (refereegranskat)abstract
- Children with mild to profound hearing impairment (HI) using cochlear implants (CI) and/or hearingaids (HA), and children with normal hearing (NH) participated in a phonological intervention study, bymeans of a computer‐based intervention program (Graphogame, Lyytinen et al., 2009). Children were 5,6 and 7 years of age. Thirty‐two of the children used CI and/or HA. 16 children with NH served as thecontrol group. The main design was a quasi‐experimental 3 x 3 design. Each test session was separatedin time with four weeks. All children were asked to practice 10 minutes per day at home supported bytheir parents, with an intervention program primarily developed to enhance phonemic differentiation.Results showed that the children with HI displayed a heterogeneous pattern of results, specifically withrespect to their performance on the phonological tasks. Approximately 20 percent performed within therange of NH children; these were all children with HA except one child with CI/HA. Children with CIdisplayed considerable difficulty with phonological working memory whereas children with HAshowed less knowledge in letter tasks. Intervention revealed positive effects on accuracy of phonemegraphemecorrespondence for all children and a significant positive change on phonological processingskills for children with weak initial phonological skills. Enhanced phoneme‐grapheme connections maybuild associations between the phonological lexicon and the sub‐lexical phonological representations,thereby improving underlying skills essential for word learning and the development of literacy. Implicationsof this are discussed within theoretical models of phonological and lexical processing (Goswami,2000; Ramus, 2001).
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| 28. |
- Nakeva von Mentzer, Cecilia, 1968-, et al.
(författare)
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Datorbaserad fonologisk intervention för barn med cochleaimplantat (CI) och/eller hörapparat (HA) : effekter på fonologiska färdigheter
- 2012
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Ingår i: Logopednytt. - Stockholm, Sweden : Svenska Logopedförbundet (SLOF). - 1102-500X. ; :3, s. 18-23
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Tidskriftsartikel (övrigt vetenskapligt/konstnärligt)abstract
- Children with mild to profound hearing impairment 5, 6 and 7 years of age, thirty-two using cochlear implants and/or hearing aids, and sixteen normal hearing children participated in a computer based phonological intervention study.The main design was a quasi-experimental design with three test sessions separated in time with four weeks. Each test session included tasks for phonological skills and letter knowledge. All children were asked to practice 10 minutes per day.Results showed that children with HI displayed a heterogeneous pattern of results with respect to phonological skills. Only 20 percent performed within the range of NH children; these were children with HA, except one child with CI/HA.Group comparisons at the first and last test session revealed that children with CI displayed difficulty with phonological working memory whereas children with HA showed less letter knowledge. Intervention revealed positive effects on accuracy of phoneme-grapheme correspondence for all children and a significant positive change on phonological processing skills for children with weak initial phonological skills.
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| 29. |
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| 31. |
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| 32. |
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| 33. |
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| 34. |
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| 35. |
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| 36. |
- Nakeva von Mentzer, Cecilia, et al.
(författare)
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Reading Ability and Working Memory in School-Age Children Who Are Deaf and Hard of Hearing Using Cochlear Implants and/or Hearing Aids : A 3-Year Follow-Up on Computer-Based Phonics Training
- 2020
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Ingår i: Perspectives of the ASHA Special Interest Groups. - : American Speech-Language-Hearing Association. - 2381-473X. ; 5:6, s. 1388-1399
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Tidskriftsartikel (refereegranskat)abstract
- PurposeThe aim of the current study was to investigate reading ability in children who are deaf and hard of hearing (DHH) using cochlear implants (CI) or hearing aids (HA) 3 years after computer-assisted phonics intervention. Reading ability was examined in relation to cognitive and audiological aspects and compared to a reference group of children with typical hearing (TH).MethodParticipants were 73 Swedish primary school children (Mdn = 9 years). Fifty-five of the children were TH, and 18 children were DHH using CI (n = 10) or HA (n = 8). Twenty-seven of the children (all children who were DHH and nine of the children with TH) had participated in computer-based phonics intervention 3 years earlier. Children were assessed on word and nonword decoding, reading comprehension, and three working memory (WM) tasks. Age at diagnosis, age of amplification, and duration of unaided hearing loss formed the audiological variables.ResultsComparable word decoding skills and reading comprehension were observed in all three groups (CI, HA, and TH). Children with CI showed strong and significant correlations between two aspects of WM capacity (phonological and complex WM) and all aspects of reading. For children with TH, similar but weaker correlations as in children with CI was observed, and correlations with visual WM were also evident. In children with HA only, complex WM correlated strongly and significantly with nonword decoding. Duration of unaided hearing loss was the single audiological variable that was significantly associated with reading.ConclusionsThis 3-year follow-up showed overall positive reading results at the group level in children who are DHH. However, some children still lag behind their peers with TH. Early hearing experience and intervention are stressed as crucial factors in preventing negative outcomes in these children.
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| 37. |
- Socher, Michaela, et al.
(författare)
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Comparing the semantic networks of children with cochlear implants and children with typical hearing: Effects of length of language access
- 2022
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Ingår i: Journal of Communication Disorders. - : Elsevier. - 0021-9924 .- 1873-7994. ; 99
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Tidskriftsartikel (refereegranskat)abstract
- PurposeKenett et al. (2013) report that the sematic networks, measured by using an oral semantic fluency task, of children with cochlear implants (CI) are less structured compared to the sematic networks of children with typical hearing (TH). This study aims to evaluate if such differences are only evident if children with CI are compared to children with TH matched on chronological age, or also if they are compared to children with TH matched on hearing age.MethodThe performance of a group of children with CI on a verbal fluency task was compared to the performance of a group of chronological-age matched children with TH. Subsequently, computational network analysis was used to compare the semantic network structure of the groups. The same procedure was applied to compare a group of children with CI to a group of hearing-age matched children with TH.ResultsThe children with CI perform on the same level on an oral semantic verbal fluency task as the children with TH matched on hearing age. There are significant differences in terms of the structure of the semantic network between the groups. The magnitude of these differences is very small and they are non-significant for a proportion of nodes included in the bootstrap analysis. This indicates that there is no true difference between the networks. Hearing age, but not age at implantation was found to be significantly positively correlated with semantic verbal fluency performance for the children with CI.ConclusionsThe results from the current study indicate that length of language exposure is an important factor for the structure of the semantic network and the performance on a semantic verbal fluency task for children with CI. Further studies are needed to explore the role of the accessibility of the language input for the development of semantic networks of children with CI.
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| 38. |
- Socher, Michaela, 1989-, et al.
(författare)
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Comparison of Expressive Spoken Language Skills in Children With Cochlear Implants and Children With Typical Hearing
- 2020
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Ingår i: Frontiers in Psychology. - : Frontiers Media S.A.. - 1664-1078. ; 11
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Tidskriftsartikel (refereegranskat)abstract
- When children start formal education, they are expected to be able to express complex thoughts. However, in order to do so, they need to be able to use both complex grammatical structures and a variety of words. One group that is at risk of having a delay in terms of their expressive language ability is children with cochlear implants (CI). In this study, we evaluated whether children with CI perform comparably to children with typical hearing (TH) on a standard expressive spoken grammar and a standard expressive spoken vocabulary task when the groups were matched on non-verbal intelligence and working memory capacity. It was found that the children with CI in this study performed more poorly on a standard expressive spoken vocabulary task but not on a standard expressive spoken grammar task when compared to the children with TH. Differences in terms of expressive spoken vocabulary do not seem to be explained by differences in cognitive ability. In addition, the variation in terms of expressive spoken language ability was larger in the children with CI compared to the children with TH. This might be explained by additional confounding factors, like the time of language deprivation or by a greater influence of cognitive differences for the acquisition of spoken language for children with CI.
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| 39. |
- Socher, Michaela, et al.
(författare)
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Language, Cognition and Hearing : Cognitive intervention in children with a cochlear implant
- 2017
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Ingår i: Abstract book. - : Linköping University. ; , s. 189-189
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Konferensbidrag (refereegranskat)abstract
- A relatively high proportion of children with a cochlear implant (CI) show a delay in their language and cognitive development. Recent studies suggest a connectionbetween the developments of specific cognitive and language skills. Inductive reasoning(the skill used to detect rules, generalizations and regularities) is connectedto those cognitive skills, as well as to abilities necessary to acquire language. Training of inductive reasoning may improve language and cognitive skills and helpchildren with a CI to catch up with their peers.In this study, a well-established inductive reasoning training is used. Cognitive andlanguage skills are tested before, immediately after and some months after training.Preliminary results of a group of hearing children show an improvement in syntaxrecognition, syntax production, non-verbal reasoning skills, as well as phonologicallybased word fluency. Furthermore, the inhibition skills of those children performingvery low on inhibition tasks before training improved significantly.A control group is needed to ensure those results are connected to the training andnot to the two-time use of the language and cognitive tests. In addition, a follow-upmeasurement to test the durability of the effects is still remaining to be done.
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| 40. |
- Socher, Michaela, 1989-
(författare)
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Reasons for Language : Language and Analogical Reasoning Ability in Children with Cochlear Implants and Children with Typical Hearing
- 2020
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Doktorsavhandling (övrigt vetenskapligt/konstnärligt)abstract
- The usage-based model of language acquisition assumes that language is learned by its usage. General cognitive processes, especially analogical reasoning ability, are assumed to lead to the understanding of words and grammatical structures. It has been argued that the time of language or auditory deprivation children with cochlear implants (CIs) often experience early in life, might affect both their language and their cognitive abilities. Children with CIs have disadvantages in terms of language acquisition as they start receiving language input later than peers with typical hearing (TH), and the perceptual quality of the input is reduced. However, they might have additional difficulties in language acquisition if their analogical reasoning ability is negatively influenced by the language or auditory deprivation early in life. The results found in this thesis show that the language delays often seen in children with CIs are not explained by differences in analogical reasoning ability. Results indicate that analogical reasoning ability has a limited influence on language acquisition for the tested age-group. However, language abilities affect the performance on analogical reasoning tasks which are either verbal or can be supported by verbal strategies. This needs to be taken into consideration when comparing analogical reasoning ability of children with CI sand children with TH. In addition, the results from this thesis indicate that the structure of the mental lexicon is associated with the communication skills of children with CIs. The structure of the mental lexicon is most likely influenced by the amount of language input a child receives. The main implication of the results is that emphasis should be put on reducing the duration of language deprivation and to improve the quality of the language input for children with CIs.
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| 41. |
- Socher, Michaela, et al.
(författare)
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The relationship between reasoning and language ability : comparing children with cochlear implants and children with typical hearing
- 2022
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Ingår i: Logopedics, Phoniatrics, Vocology. - : Taylor & Francis. - 1401-5439 .- 1651-2022. ; 47:2, s. 73-83
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Tidskriftsartikel (refereegranskat)abstract
- PurposeLanguage has been suggested to play a facilitating role for analogical reasoning tasks, especially for those with high complexity. This study aims to evaluate if differences in analogical reasoning ability between children with cochlear implants (CI) and children with typical hearing (TH) might be explained by differences in language ability.MethodsThe analogical reasoning ability (verbal; non-verbal; complex non-verbal: high relational integration demand) of children with CI (N = 15, mean age = 6;7) was compared to two groups of children with TH: age and language matched (TH-A+L, N = 23, mean age = 6;5), and age matched (TH-A, N = 23, mean age = 6;5).ResultsChildren with CI were found to perform comparable to Group TH-A+L on non-verbal reasoning tasks but significantly more poorly on a verbal analogical reasoning task. Children with CI were found to perform significantly more poorly on both the non-verbal analogical reasoning task with high relational integration demand and on the verbal analogical reasoning task compared to Group TH-A. For the non-verbal analogical reasoning task with lower relational integration demand only a tendency for a difference between group CI and Group TH-A was found.ConclusionsThe results suggest that verbal strategies are influencing the performance on the non-verbal analogical reasoning tasks with a higher relational integration demand. The possible reasons for this are discussed. The verbal analogical reasoning task used in the current study partly measured lexical access. Differences between the children with CI and both groups of children with TH might therefore be explained by differences in expressive vocabulary skills.
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| 42. |
- Struckmann, Wiebke, et al.
(författare)
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Unchanged cognitive performance and concurrent prefrontal blood oxygenation after accelerated intermittent theta-burst stimulation in depression : a sham-controlled study
- 2021
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Ingår i: Frontiers in Psychiatry. - : Frontiers Media S.A.. - 1664-0640. ; 12
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Tidskriftsartikel (refereegranskat)abstract
- Aim: Intermittent theta-burst stimulation (iTBS) delivered over the dorsomedial prefrontal cortex (DMPFC) has shown promise as a treatment for anhedonia and amotivation in patients with depression. Here, we investigated whether this protocol modulates cognitive performance and concurrent prefrontal blood oxygenation. We also examined whether depressed patients exhibit cognitive dysfunction and prefrontal hypoactivity at baseline compared to healthy controls.Methods: This sham-controlled study comprises 52 patients randomized to either active or sham accelerated iTBS over the DMPFC (applied twice daily) for 10 consecutive treatment days, and 55 healthy controls. Cognitive performance was assessed at baseline and once again 4 weeks later using a cognitive test battery targeting attention, inhibitory control, and numerical, verbal, and visual working memory. Concurrent prefrontal oxygenated hemoglobin (oxy-Hb) was captured with functional near-infrared spectroscopy.Results: Active iTBS over DMPFC did not affect cognitive performance or concurrent oxy-Hb change compared to sham iTBS in patients with depression. Compared to controls, patients at baseline showed impaired performance in the Trail Making Test,the Rey Auditory Verbal Learning Test, the Animal Naming Test, and the Digit Symbol Substitution Test, however no difference in prefrontal oxy-Hb was observed.Conclusion: Patients with treatment-resistant depression displayed cognitive deficits, however without prefrontal hypoactivity, compared to healthy controls at baseline. iTBS treatment did not alter cognitive performance, nor concurrent prefrontal blood oxygenation, in patients. Taken together, iTBS can likely be considered a cognitively safe treatment option in this sample of patients.
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| 43. |
- Stålnacke, Helena, 1973-
(författare)
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Fonologisk utveckling hos barn med otitbenägenhet : En longitudinell studie i åldrarna 3;6 – 5;6 år
- 2020
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Licentiatavhandling (övrigt vetenskapligt/konstnärligt)abstract
- Background: Hearing loss can act as a risk factor to poor linguistic development. One type of hearing loss is caused by fluid in the middle ear, a common consequence of acute otitis media (AOM). A number of children have ≥3 episodes of AOM within a 6-month period and are thus classifiedas otitis prones. Otitis proneness can result in fluctuation of the hearing experience that is believed to create inconsistency of the perceived speech signal and, thus, difficulties for the child to identify, categorize and produce speech sounds.Objective: The aims of the current study are to investigate, longitudinally the phonological development, concerning phonological production and phonological awareness, in children with otitis proneness and to compare their results with the results of the children without otitis proneness.Method: In total, 25 children with and 21 children without otitis proneness were involved in the study. Tests on phonological production (age 3;6 and 4;6) and phonological awareness (age 5;6) were performed onannual basis.Result: The comparisons between the study and the control group at the age 3;6, 4;6 and 5;6 years, reveal few significant results for either phonological production nor phonological development. For phonological production differences were seen at segmental level. The longitudinal development of phonological production indicate typical phonological development between age 3;6 and 4;6 for both test group and control group.Conclusion: Otitis proneness before 2;6 years of age does not appear to be an indicator of affected linguistic development at the ages 3;6 to 5;6 years, neither for phonological production nor concerning phonological awareness. However, there are great variations in the results, indicating that some children have greater difficulties than others do.
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| 44. |
- Van Dal, Victor H.P., et al.
(författare)
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First- and Second-Language Learnability Explained by Orthographic Depth and Orthographic Learning : A 'Natural' Scandinavian Experiment
- 2017
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Ingår i: Scientific Studies of Reading. - : Taylor & Francis. - 1088-8438 .- 1532-799X. ; 21:1, s. 46-59
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Tidskriftsartikel (refereegranskat)abstract
- Effects of orthographic depth on orthographic learning ability were examined in 10- to 13-year-old children who learnt to read in similar orthographies differing in orthographic depth, defined as consistency of grapheme-to-phoneme correspondences. Danish children who learnt to read a deep orthography underperformed their Swedish counterparts who acquired a shallow orthography on vocabulary, phonological working memory, orthographic learning ability, and a range of first-language (L1: Danish/Swedish) and second-language (L2: English as a foreign language) measures. Orthographic learning ability explained over and above vocabulary and phonological working memory the better performance of Swedish children in comparison with Danish children on L1 reading accuracy and fluency, spelling, and visual word familiarity. With respect to L2 learning, orthographic learning ability determined spelling and visual word familiarity over and above L2 vocabulary and phonological working memory. It is concluded that shallow orthographies promote orthographic learning ability more efficiently than deep orthographies.
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| 45. |
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| 46. |
- Wallén-Mackenzie, Åsa, et al.
(författare)
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Restricted cortical and amygdaloid removal of vesicular glutamate transporter 2 in preadolescent mice impacts dopaminergic activity and neuronal circuitry of higher brain function.
- 2009
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Ingår i: The Journal of neuroscience : the official journal of the Society for Neuroscience. - 1529-2401 .- 0270-6474. ; 29:7, s. 2238-51
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Tidskriftsartikel (refereegranskat)abstract
- A major challenge in neuroscience is to resolve the connection between gene functionality, neuronal circuits, and behavior. Most, if not all, neuronal circuits of the adult brain contain a glutamatergic component, the nature of which has been difficult to assess because of the vast cellular abundance of glutamate. In this study, we wanted to determine the role of a restricted subpopulation of glutamatergic neurons within the forebrain, the Vglut2-expressing neurons, in neuronal circuitry of higher brain function. Vglut2 expression was selectively deleted in the cortex, hippocampus, and amygdala of preadolescent mice, which resulted in increased locomotor activity, altered social dominance and risk assessment, decreased sensorimotor gating, and impaired long-term spatial memory. Presynaptic VGLUT2-positive terminals were lost in the cortex, striatum, nucleus accumbens, and hippocampus, and a downstream effect on dopamine binding site availability in the striatum was evident. A connection between the induced late-onset, chronic reduction of glutamatergic neurotransmission and dopamine signaling within the circuitry was further substantiated by a partial attenuation of the deficits in sensorimotor gating by the dopamine-stabilizing antipsychotic drug aripiprazole and an increased sensitivity to amphetamine. Somewhat surprisingly, given the restricted expression of Vglut2 in regions responsible for higher brain function, our analyses show that VGLUT2-mediated neurotransmission is required for certain aspects of cognitive, emotional, and social behavior. The present study provides support for the existence of a neurocircuitry that connects changes in VGLUT2-mediated neurotransmission to alterations in the dopaminergic system with schizophrenia-like behavioral deficits as a major outcome.
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| 47. |
- Wang, Hua-Chen, et al.
(författare)
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Paired-Associate Learning Ability Accounts for Unique Variance in Orthographic Learning
- 2017
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Ingår i: Scientific Studies of Reading. - : Taylor & Francis. - 1088-8438 .- 1532-799X. ; 21:1, s. 5-16
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Tidskriftsartikel (refereegranskat)abstract
- Paired-associate learning is a dynamic measure of the ability to form new linksbetween two items. This study aimed to investigate whether paired-associatelearning ability is associated with success in orthographic learning, and if so,whether it accounts for unique variance beyond phonological decoding abilityand orthographic knowledge. A group of 63 children ages 8–10 completed anorthographic learning task and three types of paired-associate learning task:visual–visual, visual–verbal, and verbal–verbal. The results showed that bothvisual–verbal and verbal–verbal (but not visual–visual) paired-associate learningability were associated with success in learning the spellings of novel words.Moreover, hierarchical regression analyses showed that visual–verbal pairedassociatelearning predicted orthographic learning even after phonologicaldecoding skill and existing orthographic knowledge had been accounted for.We propose that paired-associate learning abilitymay be one of the underlyingmechanisms of orthographic learning, facilitating the connection between thephonology and orthographic representation of a word.
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| 48. |
- Wass, Linda, et al.
(författare)
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Cultivation of the causative agent of human neoehrlichiosis from clinical isolates identifies vascular endothelium as a target of infection.
- 2019
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Ingår i: Emerging microbes & infections. - : Informa UK Limited. - 2222-1751. ; 8:1, s. 413-425
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Tidskriftsartikel (refereegranskat)abstract
- Candidatus (Ca.) Neoehrlichia mikurensis is the cause of neoehrlichiosis, an emerging tick-borne infectious disease characterized by fever and vascular events. The bacterium belongs to the Anaplasmataceae, a family of obligate intracellular pathogens, but has not previously been cultivated, and it is uncertain which cell types it infects. The goals of this study were to cultivate Ca. N. mikurensis in cell lines and to identify possible target cells for human infection. Blood components derived from infected patients were inoculated into cell lines of both tick and human origin. Bacterial growth in the cell cultures was monitored by real-time PCR and imaging flow cytometry. Ca. N. mikurensis was successfully propagated from the blood of immunocompromised neoehrlichiosis patients in two Ixodes spp. tick cell lines following incubation periods of 7-20 weeks. Human primary endothelial cells derived from skin microvasculature as well as pulmonary artery were also susceptible to infection with tick cell-derived bacteria. Finally, Ca. N. mikurensis was visualized within circulating endothelial cells of two neoehrlichiosis patients. To conclude, we report the first successful isolation and propagation of Ca. N. mikurensis from clinical isolates and identify human vascular endothelial cells as a target of infection.
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| 49. |
- Wass, Malin
(författare)
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Children with Cochlear Implants : Cognition and Reading Ability
- 2009
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Doktorsavhandling (övrigt vetenskapligt/konstnärligt)abstract
- The present thesis investigated cognitive ability in children with severe to profound hearing impairment who have received cochlear implants (CIs). The auditory stimulation from a cochlear implant early in life influences most cognitive functions as a consequence of the plasticity of the brain in the young child. It is important to understand the cognitive consequences of auditory stimulation from CIs in order to provide adequate support to these children. This thesis examined three specific aspects of cognitive ability (working memory, phonological skill and lexical access), and reading ability in children with CIs, as compared to children with normal hearing in the same age. The relations between cognitive abilities and reading skills were also investigated, as well as the associations between demographic variables (e.g., age at implantation and communication mode), cognitive abilities and reading skills. The children with CI generally had lower performance levels than the normal hearing children in tasks of phonological and general working memory, phonological skills and lexical access. They had specific problems in tasks with high demands on phonological working memory, whereas their performance levels in tasks of visuospatial working memory were on par with the hearing children. A majority of the children with CI demonstrated reading skills within the normal range for hearing children, both for decoding and reading comprehension. The relations between demographic factors and cognitive skills varied somewhat between the studies. The patterns of result are discussed with reference to contemporary theories of working memory, phonological skills, and lexical access.
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| 50. |
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