| 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. |
- 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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| 3. |
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| 4. |
- 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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| 5. |
- 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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| 6. |
- 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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| 7. |
- 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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| 8. |
- 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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| 9. |
- Wass, Malin, et al.
(författare)
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Correlates of Orthographic Learning in Swedish Children With Cochlear Implants
- 2019
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Ingår i: Frontiers in Psychology. - : Frontiers Media S.A.. - 1664-1078. ; 10
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Tidskriftsartikel (refereegranskat)abstract
- This study set out to explore the cognitive and linguistic correlates of orthographic learning in a group of 32 deaf and hard of hearing children with cochlear implants, to better understand the factors that affect the development of fluent reading in these children. To date, the research about the mechanisms of reading fluency and orthographic learning in this population is scarce. The children were between 6:0 and 10:11 years of age and used oral language as their primary mode of communication. They were assessed on orthographic learning, reading fluency and a range of cognitive and linguistic skills including working memory measures, word retrieval and paired associate learning. The results were analyzed in a set of correlation analyses. In line with previous findings from children with typical hearing, orthographic learning was strongly correlated with phonological decoding, receptive vocabulary, phonological skills, verbal-verbal paired-associate learning and word retrieval. The results of this study suggest that orthographic learning in children with CI is strongly dependent on similar cognitive and linguistic skills as in typically hearing peers. Efforts should thus be made to support phonological decoding skill, vocabulary, and phonological skills in this population.
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| 10. |
- Wass, Malin, et al.
(författare)
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Learning to read when speech sounds different : Orthographic learning in children with cochlear implants
- 2018
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Konferensbidrag (refereegranskat)abstract
- PurposeThe aim of this study was to investigate orthographic learning and reading skill in Swedish children with cochlear implants (CI) in comparison with normal hearing peers (NH), and to explore relationships between orthographic learning and cognitive skills in the CI group.MethodEighteen children with CI and 43 NH children, matched for age and nonverbal IQ, participated. They were 7;10 - 10;4 years of age. All children were tested on reading fluency (words and nonwords), orthographic learning, existing orthographic representations, working memory (WM), and expressive vocabulary. The children with CI were also assessed on verbal fluency, paired associate learning (visual-visual, verbal-verbal and visual-verbal) and phoneme deletion. Group differences were analyzed with Mann-Whitney U tests. Relationships between skills were analyzed in partial correlations with age controlled.ResultsThe children with CI performed below the level of hearing peers on the measures of WM, and expressive vocabulary. They also performed below age-norms on the phoneme deletion task.On the other hand, the groups did not differ significantly on reading fluency, existing orthographic representations or orthographic learning. The group difference on orthographic learning approached significance (p=.07). In the CI group, orthographic learning was strongly correlated with reading fluency (words and nonwords respectively), visual-verbal and verbal-verbal paired associate learning, and verbal fluency.ConclusionsDespite having poorer language skills and lower WM capacity, children with CI may successfully learn new orthographic representations and develop fluent reading. In line with the self-teaching hypothesis (Share, 1999), orthographic learning was strongly related to phonological decoding (nonword reading fluency) also in children with CI. In addition, paired associate learning, verbal fluency, and WM capacity were related to their orthographic learning skill.
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