LANGUAGE ABILITY AND SEQUENTIAL MEMORY: A STUDY OF PEDIATRIC COCHLEAR IMPLANT USERS
In an effort to elucidate factors associated with variability in language outcomes following cochlear implantation, recent research has turned to investigating cognitive variables, such as working memory (WM; NIH Consensus Statement, 1995; Pisoni, 2000). This project explored the relationship between syntactical language and sequential memory in cochlear implant (CI) and normal hearing (NH) children. Measures of syntactical language, visual short-term memory, and auditory short-term memory were administered to ten CI (mean age = 6.33 years) and 26 NH children (mean age = 6.29 years). Results showed poor performance for CI children, relative to their NH peers, on expressive syntactical language and auditory WM, but not on receptive syntactical language or visual WM. Findings also show that visual and auditory WM were differentially predictive of syntactical language across CI and NH groups. Because of this, programs and models developed for use with NH children may not be best suited for use with the CI population. Consistent with the literature, duration of CI use was associated with syntactical language ability. However, the memory variables improved the amount of variance accounted for in syntactical language beyond that explained by duration of CI use alone. Implications for teaching and rehabilitation strategies for use with pediatric CI users are discussed.
School:University of Cincinnati
School Location:USA - Ohio
Source Type:Master's Thesis
Keywords:cochlear implant pediatrics langauge syntax memory
Date of Publication:01/01/2005