Indiana University

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The Speech Research Laboratory is a part of the Psychological and Brain Sciences department at Indiana University in Bloomington.
1101 E. 10th Street
Bloomington, IN 47405
812-855-1768

13th Feb 2014

Speech Research Lab Meeting – 2-14-14 – Journal Club

This week’s SRL meeting we will be a journal club led by postdocs Angela AuBuchon and Jessica Montag. The paper we will discuss is a new Ear and Hearing e-publication ahead of print, “The Association Between Visual, Nonverbal Cognitive Abilities and Speech, Phonological Processing, Vocabulary and Reading Outcomes in Children With Cochlear Implants.”  Click here to download. All are invited and welcome to attend.

Time/place: Psychology room 128, 1:30pm, Friday 2/14/14

Title: The Association Between Visual, Nonverbal Cognitive Abilities and Speech, Phonological Processing, Vocabulary and Reading Outcomes in Children With Cochlear Implants

Authors: Lindsey Edwards and Sara Anderson

Abstract: Objective: The aim of this study was to explore the possibility that specific nonverbal, visual cognitive abilities may be associated with outcomes after pediatric cochlear implantation. The study therefore examined the relationship between visual sequential memory span and visual sequential reasoning ability, and a range of speech, phonological processing, vocabulary knowledge, and reading outcomes in children with cochlear implants. Design: A cross-sectional, correlational design was used. Sixty-six children aged 5 to 12 years completed tests of visual memory span and visual sequential reasoning, along with tests of speech intelligibility, phonological processing, vocabulary knowledge, and word reading ability (the outcome variables). Auditory memory span was also assessed, and its relationship with the other variables examined. Results: Significant, positive correlations were found between the visual memory and reasoning tests, and each of the outcome variables. A series of regression analyses then revealed that for all the outcome variables, after variance attributable to the age at implantation was accounted for, visual memory span and visual sequential reasoning ability together accounted for significantly more variance (up to 25%) in each outcome measure. Conclusions: These findings have both clinical and theoretical implications. Clinically, the findings may help improve the identification of children at risk of poor progress after implantation earlier than has been possible to date as the nonverbal tests can be administered to children as young as 2 years of age. The results may also contribute to the identification of children with specific learning or language difficulties as well as improve our ability to develop intervention strategies for individual children based on their specific cognitive processing strengths or difficulties. Theoretically, these results contribute to the growing body of knowledge about learning and development in deaf children with cochlear implants.

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