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Related Concept Videos

Working Memory01:24

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Working memory refers to a combination of components, including short-term memory and attention, that allow an individual to hold information temporarily as we perform cognitive tasks. It is an essential cognitive function that enables the execution of complex tasks such as problem-solving, comprehension, and reasoning. Unlike short-term memory, which simply involves the storage of information for a brief period, working memory involves the active manipulation and processing of this...
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Language serves as a bridge between ideas and communication, influencing how individuals perceive and interact with the world. Psychologists have long debated whether language shapes thought or vice versa. This discussion gained grip with Edward Sapir and Benjamin Lee Whorf in the 1940s, who proposed that language determines thought, a concept known as linguistic determinism. They suggested that the vocabulary and structure of a language influence how its speakers think and perceive reality.
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Systematic Hearing Performance Evaluation Process for Adolescents with Cochlear Implantation at Early Ages
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Systematic Hearing Performance Evaluation Process for Adolescents with Cochlear Implantation at Early Ages

Published on: March 24, 2023

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Verbal Working Memory in Children With Cochlear Implants.

Susan Nittrouer1, Amanda Caldwell-Tarr1, Keri E Low1

  • 1The University of Florida, Gainesville.

Journal of Speech, Language, and Hearing Research : JSLHR
|October 28, 2017
PubMed
Summary
This summary is machine-generated.

Children with cochlear implants exhibit verbal working memory deficits due to signal degradation impacting phonological awareness acquisition. Vocabulary knowledge is a key predictor for these children, unlike those with normal hearing.

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Area of Science:

  • Auditory Neuroscience
  • Developmental Psychology
  • Speech and Hearing Science

Background:

  • Verbal working memory is crucial for language and literacy development in children.
  • Cochlear implants (CIs) aim to restore hearing but may impact cognitive functions like working memory.
  • Understanding these impacts is vital for optimizing educational and therapeutic interventions.

Purpose of the Study:

  • To compare verbal working memory (storage and processing) in children with CIs and normally hearing children.
  • To identify predictors of verbal working memory in both groups.
  • To examine the relationship between verbal working memory and other language/literacy outcomes.

Main Methods:

  • A dual-component model of working memory was used.
  • Serial recall tasks assessed storage and processing abilities.
  • Phonological awareness, vocabulary, nonverbal IQ, and treatment variables were measured as predictors.

Main Results:

  • Children with CIs demonstrated significant deficits in verbal working memory storage and processing.
  • Phonological awareness predicted working memory in normally hearing children, while vocabulary knowledge predicted it in children with CIs.
  • Treatment variables explained minimal variance in working memory performance.

Conclusions:

  • Verbal working memory deficits in children with CIs stem from signal degradation affecting phonological awareness acquisition.
  • This impacts their ability to use phonological codes for memory storage.
  • Interventions should consider vocabulary development to support working memory in this population.