Impairments in Learning, Memory, and Metamemory Following Childhood Head Injury

Crowther, Jason E.; Hanten, Gerri; Li, Xiansheng; Dennis, Maureen; Chapman, Sandra B.; Levin, Harvey S.

doi:10.1097/htr.0b013e318218dd22

Cited by 15 publications

(13 citation statements)

References 45 publications

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“…This is in agreement with some prior studies, 6,7,28 but not all. 29 It is important to note that improvement over time in children with TBI has been noted on psychometric measures, 30,31 but that this performance on standardized assessments in controlled settings does not necessarily translate into functional improvements in daily settings. Clinicians and researchers should focus more on functional daily skills, participation in activities, and quality of life such as that measured in this study, as these factors have significantly greater bearing on long-term outcome and functioning in adulthood than individual test performance.…”

Section: Discussionmentioning

confidence: 99%

Persistence of Disability 24 to 36 Months after Pediatric Traumatic Brain Injury: A Cohort Study

Rivara

Vavilala

Durbin

et al. 2012

Journal of Neurotrauma

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This study examined the outcome of 0-to 17-year-old children 36 months after traumatic brain injury (TBI), and ascertained if there was any improvement in function between 24 and 36 months. Controls were children treated in the emergency department for an arm injury. Functional outcome 36 months after injury was measured by the Pediatric Quality of Life Inventory (PedsQL), the self-care and communication subscales of the Adaptive Behavior Assessment Scale-2nd edition (ABAS-II), and the Child and Adolescent Scale of Participation (CASP). At 36 months after TBI, those with moderate or severe TBI continued to have PedsQL scores that were 16.1 and 17.9 points, respectively, lower than at baseline, compared to the change seen among arm injury controls. Compared to the baseline assessment, children with moderate or severe TBI had significantly poorer functioning on the ABAS-II and poorer participation in activities (CASP). There was no significant improvement in any group on any outcomes between 24 and 36 months. Post-injury interventions that decrease the impact of these deficits on function and quality of life, as well as preventive interventions that reduce the likelihood of TBI, should be developed and tested.

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Section: Discussionmentioning

confidence: 99%

Persistence of Disability 24 to 36 Months after Pediatric Traumatic Brain Injury: A Cohort Study

Rivara

Vavilala

Durbin

et al. 2012

Journal of Neurotrauma

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“…In an attempt to elucidate recovery of memory and metamemory function following childhood TBI, Crowther et al (2011) classified children with TBI into mild, moderate, and severe groups and considered memory and metamemory performance in a multi-trial verbal learning task across five assessments over a 2 year period. The results indicated that children with moderate and severe TBI showed the greatest improvement across all measures over time, but the performance gap between them and the mild TBI group increased.…”

Section: Neurodevelopmental Disordersmentioning

confidence: 99%

Subjective Experience of Episodic Memory and Metacognition: A Neurodevelopmental Approach

Souchay

Guillery‐Girard

Pauly-Takacs

et al. 2013

Front. Behav. Neurosci.

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Episodic retrieval is characterized by the subjective experience of remembering. This experience enables the co-ordination of memory retrieval processes and can be acted on metacognitively. In successful retrieval, the feeling of remembering may be accompanied by recall of important contextual information. On the other hand, when people fail (or struggle) to retrieve information, other feelings, thoughts, and information may come to mind. In this review, we examine the subjective and metacognitive basis of episodic memory function from a neurodevelopmental perspective, looking at recollection paradigms (such as source memory, and the report of recollective experience) and metacognitive paradigms such as the feeling of knowing). We start by considering healthy development, and provide a brief review of the development of episodic memory, with a particular focus on the ability of children to report first-person experiences of remembering. We then consider neurodevelopmental disorders (NDDs) such as amnesia acquired in infancy, autism, Williams syndrome, Down syndrome, or 22q11.2 deletion syndrome. This review shows that different episodic processes develop at different rates, and that across a broad set of different NDDs there are various types of episodic memory impairment, each with possibly a different character. This literature is in agreement with the idea that episodic memory is a multifaceted process.

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“…Prediction was difficult for both healthy children and children with TBI, self-estimation was significantly less correlated with actual performance in braininjured children than in typically developing ones [35], and children with brain injury overestimated their memory performance [31]. Similarly, in Hanten et al [32,33] and Crowther et al [34] studies, children who had sustained a TBI had poor estimation of their memory span and overconfidence in performance when compared to healthy children and children with mild TBI [32], suggesting impaired metacognition. The scarce literature assessing awareness in children with brain injury explores metacognitive skills such as prediction and evaluation, using assessments performed in structured, un-ecological environments.…”

Section: Introductionmentioning

confidence: 85%

“…However, to date, objective measurement of awareness in children with TBI is scarce (see Wales et al [29] for a review) and most studies evaluate single metacognitive skills such as prediction, evaluation and confidence of performance [30][31][32][33][34]. Conversely, Beardmore et al reported the use of the ''Knowledge Interview for Children'' (KIC) [9], a semi-structured interview related to 12 areas of knowledge about TBI (coma, story of the accident, brain functioning,.…”

Section: Introductionmentioning

confidence: 99%

Self-awareness assessment during cognitive rehabilitation in children with acquired brain injury: a feasibility study and proposed model of child anosognosia

Krasny-Pacini

Limond

Evans

et al. 2015

Disability and Rehabilitation

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Self-awareness has multiple components that need to be assessed separately, to better adapt cognitive rehabilitation. Using questionnaires and discrepancy scores are not sufficient to assess awareness, because it does not include on-line error detection, which can be massively impaired in children, especially those with impaired executive functions. On-line error detection is important to promote and error-based learning is useful to allow a child to build a self-knowledge of his/her strengths and difficulties, in the absence of severe episodic memory problems. Metacognitive trainings may not be appropriate for younger children who have age appropriate developmentally immature self-awareness, nor for patients with brain injury if they suffer anosognosia because of their brain injury.

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Impairments in Learning, Memory, and Metamemory Following Childhood Head Injury

Abstract: Traumatic brain injury severity affected prospective judgments of memory performance and learning strategies, but did not appear to affect either word retention or the forgetting of words over a delay. Implications for rehabilitation are discussed.

Cited by 15 publications

References 45 publications

Persistence of Disability 24 to 36 Months after Pediatric Traumatic Brain Injury: A Cohort Study

Persistence of Disability 24 to 36 Months after Pediatric Traumatic Brain Injury: A Cohort Study

Subjective Experience of Episodic Memory and Metacognition: A Neurodevelopmental Approach

Self-awareness assessment during cognitive rehabilitation in children with acquired brain injury: a feasibility study and proposed model of child anosognosia

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