Working memory in Farsi-speaking children with normal development and cochlear implant

Area of Science:

• Cognitive Science
• Developmental Psychology
• Audiology

Background:

• Working memory is crucial for language acquisition and cognitive development.
• Auditory input is essential for developing working memory, particularly phonological components.
• Children with cochlear implants undergo a period of auditory deprivation, potentially impacting cognitive skills.

Purpose of the Study:

• To investigate and compare working memory skills in children with normal hearing and those with cochlear implants.
• To assess the impact of age at implantation and duration of cochlear implant use on working memory components.
• To examine the developmental trends of working memory in both groups.

Main Methods:

• A comparative study involving 50 children with normal hearing and 50 children with cochlear implants (ages 5-7).
• Phonological loop assessed via nonword repetition and forward digit span; central executive assessed via backward digit span.
• Matched participants based on age, gender, and educational grade; analyzed developmental trends and effects of implantation parameters.

Main Results:

• Significant working memory differences were observed between children with normal hearing and those with cochlear implants (p < 0.001).
• Earlier age at implantation and longer duration of cochlear implant use were positively correlated with improved working memory performance (p < 0.001).
• Significant developmental differences in working memory were noted across educational grades in both groups (p < 0.05).

Conclusions:

• Children with cochlear implants often exhibit working memory difficulties, affecting phonological encoding, practice, and repetition.
• Working memory skills demonstrate developmental progression with age.
• Early cochlear implantation and extended use of the device enhance working memory development in children with hearing loss.