Differences of Rehearsal Use in Pediatric Cochlear Implant Users to Age- and Language-Matched Peers
Presenter Type
UNO Undergraduate Student
Major/Field of Study
Special Education and Communication Disorders
Advisor Information
Principle Investigator
Location
CEC RM #201/205/209
Presentation Type
Poster
Start Date
22-3-2024 9:00 AM
End Date
22-3-2024 10:15 AM
Abstract
Purpose
Rehearsal is a private speech strategy used to maintain information in memory (AuBuchon & Wagner, 2023). Previous work shows that rehearsal is correlated with executive function tasks in typically hearing children, but not in long-term cochlear implant (CI) users, in part, because language-based memory strategies develop later for children with CIs than their typically-hearing peers (AuBuchon et al., 2015; AuBuchon et al., 2024). However, earlier implantation is becoming a more common practice with corresponding benefits to CI users’ language skills. This study compared rehearsal use in 15 children, ages 7;1-15;3 (M = 11;3) who were identified having profound hearing loss prior to 12 months of age and implanted by 3 years of age, to the CI group’s typically developing age- and language-matched peers.
Methods
45 participants partook in a memory game in which a sequence of seven colored squares or seven squares with green monsters appeared in different spatial locations. Participants were asked to remember the order of the squares’ spatial locations. For the color square task, each spatial location was associated to a specific color. Thus, participants could optionally use the concrete color label to remember the location. For the green monster task, the same image appeared regardless of spatial location, making labels less useful. Afterwards, participants were asked whether they use each of five potential mnemonic strategies: saying words to themselves, imagining pictures, tracing a path, paying attention with their brain, or making up a rhythm. Each CI user was matched 1:1 to two peers, one being an age match (within six months of age) or a language match (within 15 points of their raw EVT-2 score).
Results
Only 5 children with cochlear implants (CIs), reported using words as a strategy during the colored squares memory game. In contrast, 8 age-matched peers and 10 language-matched peers reported using words as a strategy for the colored squares task. During the green monster memory game, only 3 children with CIs reported using words as a memory strategy, whereas 6 age-matched peers and 10 language-matched peers reported using words as a memory strategy.
Conclusion
Children with CIs are not using verbal rehearsal strategies as often as their age- and language-matched peers. Moreover, rehearsal use is not necessarily tied exclusively to maturity (age) or language levels. Future directions include determining if rehearsal use can be used as a predictor of accuracy during working memory tasks.
Differences of Rehearsal Use in Pediatric Cochlear Implant Users to Age- and Language-Matched Peers
CEC RM #201/205/209
Purpose
Rehearsal is a private speech strategy used to maintain information in memory (AuBuchon & Wagner, 2023). Previous work shows that rehearsal is correlated with executive function tasks in typically hearing children, but not in long-term cochlear implant (CI) users, in part, because language-based memory strategies develop later for children with CIs than their typically-hearing peers (AuBuchon et al., 2015; AuBuchon et al., 2024). However, earlier implantation is becoming a more common practice with corresponding benefits to CI users’ language skills. This study compared rehearsal use in 15 children, ages 7;1-15;3 (M = 11;3) who were identified having profound hearing loss prior to 12 months of age and implanted by 3 years of age, to the CI group’s typically developing age- and language-matched peers.
Methods
45 participants partook in a memory game in which a sequence of seven colored squares or seven squares with green monsters appeared in different spatial locations. Participants were asked to remember the order of the squares’ spatial locations. For the color square task, each spatial location was associated to a specific color. Thus, participants could optionally use the concrete color label to remember the location. For the green monster task, the same image appeared regardless of spatial location, making labels less useful. Afterwards, participants were asked whether they use each of five potential mnemonic strategies: saying words to themselves, imagining pictures, tracing a path, paying attention with their brain, or making up a rhythm. Each CI user was matched 1:1 to two peers, one being an age match (within six months of age) or a language match (within 15 points of their raw EVT-2 score).
Results
Only 5 children with cochlear implants (CIs), reported using words as a strategy during the colored squares memory game. In contrast, 8 age-matched peers and 10 language-matched peers reported using words as a strategy for the colored squares task. During the green monster memory game, only 3 children with CIs reported using words as a memory strategy, whereas 6 age-matched peers and 10 language-matched peers reported using words as a memory strategy.
Conclusion
Children with CIs are not using verbal rehearsal strategies as often as their age- and language-matched peers. Moreover, rehearsal use is not necessarily tied exclusively to maturity (age) or language levels. Future directions include determining if rehearsal use can be used as a predictor of accuracy during working memory tasks.