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Correlates of verbal learning and memory after pediatric traumatic brain injury

Velisa M Johnson1, Jacobus Donders1

  • 1a Department of Psychology , Mary Free Bed Rehabilitation Hospital , Grand Rapids , Michigan , USA.

Applied Neuropsychology. Child
|June 15, 2017
PubMed

Insights

Children with traumatic brain injury (TBI) show impaired verbal learning and memory. Preexisting conditions and socioeconomic factors significantly impact TBI outcomes, mediated by working memory.

Area of Science:

  • Neuropsychology
  • Pediatric Traumatic Brain Injury
  • Cognitive Rehabilitation

Background:

  • Traumatic brain injury (TBI) in children can lead to persistent deficits in verbal learning and memory.
  • Factors beyond injury severity, such as socioeconomic status and pre-injury conditions, may influence cognitive outcomes.
  • Understanding these contributing factors is crucial for effective intervention strategies.

Purpose of the Study:

  • To investigate the influence of injury-related variables, socioeconomic disadvantage, and pre-existing conditions on verbal learning and memory in pediatric TBI.
  • To explore the mediating roles of processing speed and working memory in these relationships.
  • To identify key factors influencing cognitive outcomes post-TBI in children.

Main Methods:

  • A cohort of 100 children (aged 7-16) with TBI underwent neuropsychological assessment 1-12 months post-injury.
  • Hierarchical multiple regression analyses were performed on the California Verbal Learning Test-Children's Version (CVLT-C) domains.
  • Sobel tests were used to examine mediation effects of working memory and processing speed.

Main Results:

  • Injury severity and parental education independently predicted learning efficiency and delayed recall.
  • Injury severity alone predicted inaccurate recall.
  • Working memory and prior special education predicted the attention factor of the CVLT-C; working memory mediated the effect of prior special education on learning efficiency and delayed recall.

Conclusions:

  • Both injury-related factors and pre-injury variables like socioeconomic disadvantage and prior educational support significantly impact verbal learning and memory in pediatric TBI.
  • Working memory plays a crucial mediating role, particularly in the context of prior special education.
  • Comprehensive assessment and intervention for pediatric TBI should consider a wide range of factors beyond the injury itself.

Keywords:
Childrendemographic variablesinjury severitypreexisting conditionsworking memory

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