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

Soleymani, Zahra; Amidfar, Meysam; Dadgar, Hooshang; Jalaie, Shohreh

doi:10.1016/j.ijporl.2014.01.035

Cited by 18 publications

(12 citation statements)

References 21 publications

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“…Thus, children with CIs who experienced onset of language exposure several months after the closure of the sensitive period for phonological development tended to experience more language difficulties than children who were implanted earlier. In terms of memory abilities, several studies also report that age at implantation is negatively and significantly correlated with performance on measures such as nonword repetition and forward and backward digit recall tasks (e.g., Soleymani, Amidfar, Dadgar, & Jalaie, 2014). In sum, research suggests that deaf children who experience delayed spoken language acquisition experience not only lag in language development in comparison to hearing children but also lag in PWM.…”

Section: A Spectrum Of Early Experiences In Language Acquisitionmentioning

confidence: 99%

Variations in phonological working memory: Linking early language experiences and language learning outcomes

Pierce

Genesee

Delcenserie

et al. 2017

Applied Psycholinguistics

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In order to build complex language from perceptual input, children must have access to a powerful information processing system that can analyze, store, and use regularities in the signal to which the child is exposed. In this article, we propose that one of the most important parts of this underlying machinery is the linked set of cognitive and language processing components that comprise the child's developing working memory (WM). To examine this hypothesis, we explore how variations in the timing, quality, and quantity of language input during the earliest stages of development are related to variations in WM, especially phonological WM (PWM), and in turn language learning outcomes. In order to tease apart the relationships between early language experience, WM, and language development, we review research findings from studies of groups of language learners who clearly differ with respect to these aspects of input. Specifically, we consider the development of PWM in children with delayed exposure to language, that is, children born profoundly deaf and exposed to oral language following cochlear implantation and internationally adopted children who have delayed exposed to the adoption language; children who experience impoverished language input, that is, children who experience early bouts of otitis media and signing deaf children born to nonsigning hearing parents; and children with enriched early language input, that is, simultaneous bilinguals and second language learners.

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Section: A Spectrum Of Early Experiences In Language Acquisitionmentioning

confidence: 99%

Variations in phonological working memory: Linking early language experiences and language learning outcomes

Pierce

Genesee

Delcenserie

et al. 2017

Applied Psycholinguistics

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“…In the last years further areas gained importance in CI research beyond hearing and speech of children and adolescents growing up with CIs. These include academic performance (e.g., Beadle et al, 2005 ; Uziel et al, 2007 ; Huber et al, 2014 ), cognition (e.g., Soleymani et al, 2014 ) and health related quality of life (e.g., Loy et al, 2010 ). Most recently, mental health problems 1 of children and adolescents with CIs gained attention (Hintermair, 2007 ; Dammeyer, 2010 ; Huber and Kipman, 2011 ; Theunissen et al, 2011 , 2012 , 2013 ; Anmyr et al, 2012 ).…”

Section: Introductionmentioning

confidence: 99%

Mental health problems in adolescents with cochlear implants: peer problems persist after controlling for additional handicaps

et al. 2015

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The aims of the present multi-center study were to investigate the extent of mental health problems in adolescents with a hearing loss and cochlear implants (CIs) in comparison to normal hearing (NH) peers and to investigate possible relations between the extent of mental health problems of young CI users and hearing variables, such as age at implantation, or functional gain of CI. The survey included 140 adolescents with CI (mean age = 14.7, SD = 1.5 years) and 140 NH adolescents (mean age = 14.8, SD = 1.4 years), their parents and teachers. Participants were matched by age, gender and social background. Within the CI group, 35 adolescents were identified as “risk cases” due to possible and manifest additional handicaps, and 11 adolescents were non-classifiable. Mental health problems were assessed with the Strengths and Difficulties Questionnaire (SDQ) in the versions “Self,” “Parent,” and “Teacher.” The CI group showed significantly more “Peer Problems” than the NH group. When the CI group was split into a “risk-group” (35 “risk cases” and 11 non-classifiable persons) and a “non-risk group” (n = 94), increased peer problems were perceived in both CI subgroups by adolescents themselves. However, no further differences between the CI non-risk group and the NH group were observed in any rater. The CI risk-group showed significantly more hyperactivity compared to the NH group and more hyperactivity and conduct problems compared to the CI non-risk group. Cluster analyses confirmed that there were significantly more adolescents with high problems in the CI risk-group compared to the CI non-risk group and the NH group. Adolescents with CI, who were able to understand speech in noise had significantly less difficulties compared to constricted CI users. Parents, teachers, and clinicians should be aware that CI users with additionally special needs may have mental health problems. However, peer problems were also experienced by CI adolescents without additional handicaps.

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“…Other view states that weakness in nonword repetition is a reflection of weakness in oral language skills, and children, who have difficulty in oral language skills, act significantly weaker than normal children in nonword repetition; also, the effect size in nonwords with high wordlikeness was more than those with low wordlikeness [10]. Considering the fact that the nonwords [24] used in this study were built from the actual words of Farsi language, dyslexic children had significant weakness in the scores compared to the normal children.…”

Section: Discussionmentioning

confidence: 99%

Comparative Assessment of Speech Perception, Phonological Information Processing, and Syntactic Skills in Normal and Dyslexic Children of Second and Third Grade

et al. 2019

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Introduction:Many studies have claimed that speech perception in dyslexic children is impaired in comparison to normal children in a way that dyslexic children are weaker in the discrimination and identification of phonemes. In this research, we study speech perception, syntactic skills, and phonological processing in the normal and dyslexic Farsi-speaking children. Materials and Methods:We examined the speech perception in 30 normal and 18 dyslexic children, using speech identification task in 3 continua of Voice Onset Time (VOT) in [ba-pa], [da-ta], and [ga-ka]. We also studied 2 other skills to examine the processing of phonological information and syntactic skills. We used the nonword repetition test and passive sentence comprehension, respectively. To compare the data, the Mann-Whitney U test, t-test, and logistic regression were used.Results: Dyslexic children in speech identification task performed similarly to normal children in all 3 continua (P=0.81, 0.87, and 0.58); but, in the nonword repetition test, they were significantly lower than normal children (P=0.01), and in the passive sentence comprehension task, there was no significant difference between normal and dyslexic children (P=0.12). Conclusion:The results of various studies for speech perception and linguistic abilities in dyslexic children are contradictory. They are mostly related to the tasks that have been used. Therefore, more studies in the future are suggested.

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

Cited by 18 publications

References 21 publications

Variations in phonological working memory: Linking early language experiences and language learning outcomes

Variations in phonological working memory: Linking early language experiences and language learning outcomes

Mental health problems in adolescents with cochlear implants: peer problems persist after controlling for additional handicaps

Comparative Assessment of Speech Perception, Phonological Information Processing, and Syntactic Skills in Normal and Dyslexic Children of Second and Third Grade

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