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Socher M, Löfkvist U, Wass M. Comparing the semantic networks of children with cochlear implants and children with typical hearing: Effects of length of language access. JOURNAL OF COMMUNICATION DISORDERS 2022; 99:106247. [PMID: 35843069 DOI: 10.1016/j.jcomdis.2022.106247] [Citation(s) in RCA: 1] [Impact Index Per Article: 0.5] [Reference Citation Analysis] [Abstract] [Key Words] [MESH Headings] [Track Full Text] [Subscribe] [Scholar Register] [Received: 10/29/2021] [Revised: 07/06/2022] [Accepted: 07/06/2022] [Indexed: 06/15/2023]
Abstract
PURPOSE Kenett et al. (2013) report that the sematic networks, measured by using an oral semantic fluency task, of children with cochlear implants (CI) are less structured compared to the sematic networks of children with typical hearing (TH). This study aims to evaluate if such differences are only evident if children with CI are compared to children with TH matched on chronological age, or also if they are compared to children with TH matched on hearing age. METHOD The performance of a group of children with CI on a verbal fluency task was compared to the performance of a group of chronological-age matched children with TH. Subsequently, computational network analysis was used to compare the semantic network structure of the groups. The same procedure was applied to compare a group of children with CI to a group of hearing-age matched children with TH. RESULTS The children with CI perform on the same level on an oral semantic verbal fluency task as the children with TH matched on hearing age. There are significant differences in terms of the structure of the semantic network between the groups. The magnitude of these differences is very small and they are non-significant for a proportion of nodes included in the bootstrap analysis. This indicates that there is no true difference between the networks. Hearing age, but not age at implantation was found to be significantly positively correlated with semantic verbal fluency performance for the children with CI. CONCLUSIONS The results from the current study indicate that length of exposure to the tested language is an important factor for the structure of the semantic network and the performance on a semantic verbal fluency task for children with CI. Further studies are needed to explore the role of the accessibility of the language input for the development of semantic networks of children with CI.
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Affiliation(s)
- Michaela Socher
- Department of Behavioural Sciences and Learning, Linköping University, Linköping, Sweden; Linnaeus Centre HEAD, Swedish Institute for Disability Research, Linköping University, Linköping, Sweden; Fraunhofer Institute for Building Physics IBP, Institute Stuttgart, Stuttgart, Germany.
| | - Ulrika Löfkvist
- Department of Public Health and Caring Sciences, Uppsala University, Uppsala, Sweden; Department of Clinical Science, Intervention and Technology, Karolinska Institute, Stockholm, Sweden
| | - Malin Wass
- Department of Health, Learning and Technology, Luleå University of Technology, Luleå, Sweden
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Anis FN, Umat C, Ahmad K, Abdul Hamid B. Arabic phoneme-grapheme correspondence by non-native, deaf children with cochlear implants and normal hearing children. Cochlear Implants Int 2022; 23:347-357. [PMID: 36005236 DOI: 10.1080/14670100.2022.2114583] [Citation(s) in RCA: 0] [Impact Index Per Article: 0] [Reference Citation Analysis] [Abstract] [Key Words] [Track Full Text] [Journal Information] [Subscribe] [Scholar Register] [Indexed: 10/15/2022]
Abstract
OBJECTIVE This study aimed to compare the error patterns of Arabic phoneme-grapheme correspondence by a group of Malay children with cochlear implants (CIs) and normal hearing (NH) and the effects of the visual graphical features of Arabic graphemes (no-dot, single-dot, and multiple-dots) on the phoneme-grapheme correspondence. METHODS Participants were matched for hearing age (Mean, M = 7 ± 1.03 years) and duration of exposure to Arabic sounds (M = 2.7 ± 1.2 years). All 28 Arabic phonemes were presented through a loudspeaker and participants pointed to the graphemes associated with the presented phonemes. RESULTS A total of 336 and 616 tokens were collected for six children with CI and 11 NH children for each task, i.e., phonemes repetition and phoneme-grapheme correspondence. Both groups found it easier to repeat phonemes than the phoneme-grapheme correspondence. The children with CIs showed more confusion ([ظ, ز, ذ, ض, خ, ب, ه, س, ع, & ث] >10% correct scores) in phoneme-grapheme correspondence than the NH children ([ظ:14%] and [ث: 27%]). There was a significant interaction (p = 0.001) among the three visual graphical features and hearing status (CI and NH). CONCLUSION Our results infer that non-native Malay children with CIs and NH use different strategies to process the Arabic graphemes' visual features for phoneme-grapheme correspondence.
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Affiliation(s)
- Farheen Naz Anis
- Centre For Rehabilitation and Special Needs Studies, Faculty of Health Sciences, Universiti Kebangsaan Malaysia, Kuala Lumpur, Malaysia
| | - Cila Umat
- Centre For Rehabilitation and Special Needs Studies, Faculty of Health Sciences, Universiti Kebangsaan Malaysia, Kuala Lumpur, Malaysia
| | - Kartini Ahmad
- Centre For Rehabilitation and Special Needs Studies, Faculty of Health Sciences, Universiti Kebangsaan Malaysia, Kuala Lumpur, Malaysia
| | - Badrulzaman Abdul Hamid
- Centre For Rehabilitation and Special Needs Studies, Faculty of Health Sciences, Universiti Kebangsaan Malaysia, Kuala Lumpur, Malaysia
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McSweeny C, Cushing SL, Campos JL, Papsin BC, Gordon KA. Functional Consequences of Poor Binaural Hearing in Development: Evidence From Children With Unilateral Hearing Loss and Children Receiving Bilateral Cochlear Implants. Trends Hear 2021; 25:23312165211051215. [PMID: 34661482 PMCID: PMC8527588 DOI: 10.1177/23312165211051215] [Citation(s) in RCA: 10] [Impact Index Per Article: 3.3] [Reference Citation Analysis] [Abstract] [Key Words] [Track Full Text] [Download PDF] [Figures] [Journal Information] [Subscribe] [Scholar Register] [Indexed: 11/15/2022] Open
Abstract
Poor binaural hearing in children was hypothesized to contribute to related cognitive and
academic deficits. Children with unilateral hearing have normal hearing in one ear but no
access to binaural cues. Their cognitive and academic deficits could be unique from
children receiving bilateral cochlear implants (CIs) at young ages who have poor access to
spectral cues and impaired binaural sensitivity. Both groups are at risk for
vestibular/balance deficits which could further contribute to memory and learning
challenges. Eighty-eight children (43 male:45 female, aged 9.89 ± 3.40 years), grouped
by unilateral hearing loss (n = 20), bilateral CI
(n = 32), and typically developing (n = 36), completed a
battery of sensory, cognitive, and academic tests. Analyses revealed that children in both
hearing loss groups had significantly poorer skills (accounting for age) on most tests
than their normal hearing peers. Children with unilateral hearing loss had more asymmetric
speech perception than children with bilateral CIs (p < .0001) but
balance and language deficits (p = .0004, p < .0001,
respectively) were similar in the two hearing loss groups (p > .05).
Visuospatial memory deficits occurred in both hearing loss groups
(p = .02) but more consistently across tests in children with unilateral
hearing loss. Verbal memory was not significantly different than normal
(p > .05). Principal component analyses revealed deficits in a main
cluster of visuospatial memory, oral language, mathematics, and reading measures
(explaining 46.8% data variability). The remaining components revealed clusters of
self-reported hearing, balance and vestibular function, and speech perception deficits.
The findings indicate significant developmental impacts of poor binaural hearing in
children.
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Affiliation(s)
- Claire McSweeny
- Archie's Cochlear Implant Lab, 7979Hospital for Sick Children, Toronto, Ontario, Canada
| | - Sharon L Cushing
- Archie's Cochlear Implant Lab, 7979Hospital for Sick Children, Toronto, Ontario, Canada.,Department of Otolaryngology, Head & Neck Surgery, Faculty of Medicine, University of Toronto, Ontario, Canada.,Department of Otolaryngology, Head & Neck Surgery, 7979Hospital for Sick Children, Toronto, Ontario, Canada
| | - Jennifer L Campos
- KITE-Toronto Rehabilitation Institute, Toronto, Ontario, Canada.,Department of Psychology, University of Toronto, Toronto, Ontario, Canada
| | - Blake C Papsin
- Archie's Cochlear Implant Lab, 7979Hospital for Sick Children, Toronto, Ontario, Canada.,Department of Otolaryngology, Head & Neck Surgery, Faculty of Medicine, University of Toronto, Ontario, Canada.,Department of Otolaryngology, Head & Neck Surgery, 7979Hospital for Sick Children, Toronto, Ontario, Canada
| | - Karen A Gordon
- Archie's Cochlear Implant Lab, 7979Hospital for Sick Children, Toronto, Ontario, Canada.,Department of Otolaryngology, Head & Neck Surgery, Faculty of Medicine, University of Toronto, Ontario, Canada
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Wass M, Anmyr L, Lyxell B, Östlund E, Karltorp E, Löfkvist U. Predictors of Reading Comprehension in Children With Cochlear Implants. Front Psychol 2019; 10:2155. [PMID: 31607988 PMCID: PMC6769823 DOI: 10.3389/fpsyg.2019.02155] [Citation(s) in RCA: 8] [Impact Index Per Article: 1.6] [Reference Citation Analysis] [Abstract] [Key Words] [Track Full Text] [Download PDF] [Journal Information] [Subscribe] [Scholar Register] [Received: 04/29/2019] [Accepted: 09/06/2019] [Indexed: 11/24/2022] Open
Abstract
Children with a profound hearing loss who have been implanted with cochlear implants (CI), vary in terms of their language and reading skills. Some of these children have strong language skills and are proficient readers whereas others struggle with language and both the decoding and comprehension aspects of reading. Reading comprehension is dependent on a number of skills where decoding, spoken language comprehension and receptive vocabulary have been found to be the strongest predictors of performance. Children with CI have generally been found to perform more poorly than typically hearing peers on most predictors of reading comprehension including word decoding, vocabulary and spoken language comprehension, as well as working memory. The purpose of the current study was to investigate the relationships between reading comprehension and a number of predictor variables in a sample of twenty-nine 11–12-year-old children with profound hearing loss, fitted with CI. We were particularly interested in the extent to which reading comprehension in children with CI at this age is dependent on decoding and receptive vocabulary. The predictor variables that we set out to study were word decoding, receptive vocabulary, phonological skills, and working memory. A second purpose was to explore the relationships between reading comprehension and demographic factors, i.e., parental education, speech perception and age of implantation. The results from these 29 children indicate that receptive vocabulary is the most influential predictor of reading comprehension in this group of children although phonological decoding is, of course, fundamental.
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Affiliation(s)
- Malin Wass
- Department of Business Administration, Technology and Social Sciences, Luleå University of Technology, Luleå, Sweden
| | - Lena Anmyr
- Department of Clinical Science, Intervention and Technology, Karolinska Institutet, Stockholm, Sweden.,Department of Social Work in Health, Karolinska University Hospital, Stockholm, Sweden
| | - Björn Lyxell
- Department of Special Needs Education, University of Oslo, Oslo, Norway.,Department of Behavioural Sciences and Learning, Linköping University, Linköping, Sweden
| | - Elisabet Östlund
- Department of Otorhinolaryngology, Karolinska University Hospital, Stockholm, Sweden
| | - Eva Karltorp
- Department of Clinical Science, Intervention and Technology, Karolinska Institutet, Stockholm, Sweden.,Department of Otorhinolaryngology, Karolinska University Hospital, Stockholm, Sweden
| | - Ulrika Löfkvist
- Department of Clinical Science, Intervention and Technology, Karolinska Institutet, Stockholm, Sweden.,Department of Special Needs Education, University of Oslo, Oslo, Norway
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