The Influence of Verbal Working Memory on Writing Skills in Children with Hearing Loss

2014 ◽  
pp. 85-99 ◽  
Author(s):  
Barbara Arfé ◽  
Federica Nicolini ◽  
Elena Pozzebon
Keyword(s):  
Working Memory ◽  
Hearing Loss ◽  
Writing Skills ◽  
Verbal Working Memory ◽  
Children With Hearing Loss

scholarly journals Amount of Hearing Aid Use Impacts Neural Oscillatory Dynamics Underlying Verbal Working Memory Processing for Children With Hearing Loss

2021 ◽  
Vol Publish Ahead of Print ◽  
Author(s):  
Elizabeth Heinrichs-Graham ◽  
Elizabeth A. Walker ◽  
Jacob A. Eastman ◽  
Michaela R. Frenzel ◽  
Ryan W. McCreery
Keyword(s):  
Working Memory ◽  
Hearing Loss ◽  
Hearing Aid ◽  
Verbal Working Memory ◽  
Memory Processing ◽  
Oscillatory Dynamics ◽  
Hearing Aid Use ◽  
Children With Hearing Loss

scholarly journals The Devil in the Details Can Be Hard to Spot: Malapropisms and Children With Hearing Loss

2020 ◽  
pp. 1-19
Author(s):  
Joanna H. Lowenstein ◽  
Susan Nittrouer
Keyword(s):  
Hearing Loss ◽  
Phonological Awareness ◽  
Hearing Aids ◽  
Phonological Processing ◽  
Speech Signal ◽  
Word Reading ◽  
Verbal Working Memory ◽  
Academic Competence ◽  
Vocabulary Knowledge ◽  
Children With Hearing Loss

Purpose Better auditory prostheses and earlier interventions have led to remarkable improvements in spoken language abilities for children with hearing loss (HL), but these children often still struggle academically. This study tested a hypothesis for why this may be, proposing that the language of school becomes increasingly disconnected from everyday discourse, requiring greater reliance on bottom-up phonological structure, and children with HL have difficulty recovering that structure from the speech signal. Participants One hundred nineteen fourth graders participated: 48 with normal hearing (NH), 19 with moderate losses who used hearing aids (HAs), and 52 with severe-to-profound losses who used cochlear implants (CIs). Method Three analyses were conducted. #1: Sentences with malapropisms were created, and children's abilities to recognize them were assessed. #2: Factors contributing to those abilities were evaluated, including phonological awareness, phonological processing, vocabulary, verbal working memory, and oral narratives. #3: Teachers' ratings of students' academic competence were obtained, and factors accounting for those ratings were evaluated, including the five listed above, along with word reading and reading comprehension. Results #1: Children with HAs and CIs performed more poorly on malapropism recognition than children with NH, but similarly to each other. #2: All children with HL demonstrated large phonological deficits, but they were especially large for children with CIs. Phonological awareness explained the most variance in malapropism recognition for children with CIs. Vocabulary knowledge explained malapropism recognition for children with NH or HAs, but other factors also contributed. #3: Teachers rated academic competence for children with CIs more poorly than for children with NH or HAs, and variance in those ratings for children with CIs were primarily explained by malapropism scores. Conclusion Children with HL have difficulty recognizing acoustic–phonetic detail in the speech signal, and that constrains their abilities to follow conversations in academic settings, especially if HL is severe enough to require CIs. Supplemental Material https://doi.org/10.23641/asha.13133018

Working Memory and Writing in Bilingual Students

2008 ◽  
Vol 156 ◽  
pp. 13-28 ◽  
Author(s):  
Anne-Marie Adams ◽  
Kim Guillot
Keyword(s):  
Working Memory ◽  
Short Term Memory ◽  
Spatial Working Memory ◽  
Writing Skills ◽  
Verbal Working Memory ◽  
Vocabulary Knowledge ◽  
Bilingual Students ◽  
Writing Performance ◽  
Domain Specific ◽  
Moderate Effect Size

The vocabulary, spelling and writing skills of French/English bilingual students aged between 12 and 15 years were assessed, along with their verbal working memory (VWM), visuo-spatial working memory (VSWM) and phonological short-term memory (PSTM) skills. The extent to which individual differences in writing performance reflected variations in working memory skills which were specific to the memory domain and the language of testing was assessed. All three components of working memory were significantly associated across languages confirming their independence in this bilingual sample. Significant associations were also identified between vocabulary knowledge and VWM in both languages. For text composition in English, significant associations were identified between spelling and PSTM assessed in English, with medium sized, but non-significant, correlations identified with vocabulary knowledge and VWM. For text composition in French, although the associations with spelling, PSTM and VWM were of a moderate effect size, none of these associations reached significance. Comparisons across languages revealed that although writing in English was not significantly associated with either French vocabulary or spelling, writing in French was associated with both these subcomponent skills assessed in English. Visuo-spatial working memory bore little association with either spelling or writing skills either within or across languages. Broadly speaking therefore the data were consistent with an interpretation of the relationship between working memory and writing that reflects a domain-specific view of the capacity limitations in working memory which constrain writing performance, rather than limitations imposed by a domain-general attentional construct. However, it was proposed that these verbal processing effects are not language-specific.

Working Memory and Writing in Bilingual Students

2008 ◽  
Vol 156 ◽  
pp. 13-28 ◽  
Author(s):  
Anne-Marie Adams ◽  
Kim Guillot
Keyword(s):  
Working Memory ◽  
Short Term Memory ◽  
Spatial Working Memory ◽  
Writing Skills ◽  
Verbal Working Memory ◽  
Vocabulary Knowledge ◽  
Bilingual Students ◽  
Writing Performance ◽  
Domain Specific ◽  
Moderate Effect Size

Abstract The vocabulary, spelling and writing skills of French/English bilingual students aged between 12 and 15 years were assessed, along with their verbal working memory (VWM), visuo-spatial working memory (VSWM) and phonological short-term memory (PSTM) skills. The extent to which individual differences in writing performance reflected variations in working memory skills which were specific to the memory domain and the language of testing was assessed. All three components of working memory were significantly associated across languages confirming their independence in this bilingual sample. Significant associations were also identified between vocabulary knowledge and VWM in both languages. For text composition in English, significant associations were identified between spelling and PSTM assessed in English, with medium sized, but non-significant, correlations identified with vocabulary knowledge and VWM. For text composition in French, although the associations with spelling, PSTM and VWM were of a moderate effect size, none of these associations reached significance. Comparisons across languages revealed that although writing in English was not significantly associated with either French vocabulary or spelling, writing in French was associated with both these subcomponent skills assessed in English. Visuo-spatial working memory bore little association with either spelling or writing skills either within or across languages. Broadly speaking therefore the data were consistent with an interpretation of the relationship between working memory and writing that reflects a domain-specific view of the capacity limitations in working memory which constrain writing performance, rather than limitations imposed by a domain-general attentional construct. However, it was proposed that these verbal processing effects are not language-specific.

scholarly journals The impact of mild-to-severe hearing loss on the neural dynamics serving verbal working memory processing in children

2021 ◽  
Vol 30 ◽  
pp. 102647
Author(s):  
Elizabeth Heinrichs-Graham ◽  
Elizabeth A. Walker ◽  
Jacob A. Eastman ◽  
Michaela R. Frenzel ◽  
Timothy R. Joe ◽  
...  
Keyword(s):  
Working Memory ◽  
Hearing Loss ◽  
Verbal Working Memory ◽  
Neural Dynamics ◽  
Severe Hearing Loss ◽  
Memory Processing ◽  
The Impact
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