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Early Cognitive Predictors of 9-Year-Old Spoken Language in Children With Mild to Severe Hearing Loss Using Hearing Aids

机译:利用助听器轻轻地对严重听力损失的儿童9岁口语的早期认知预测因子

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This study examined the extent to which cognitive ability at 5 years of age predicted language development from 5 to 9 years of age in a population-based sample ofc children with hearing loss who participated in the Longitudinal Outcomes of Children with Hearing Impairment (LOCHI) study. The developmental outcomes of 81 children with hearing loss were evaluated at 5 and 9 years of age. Hearing loss ranged from mild to severe degrees, and all participants used hearing aids. They all used spoken language as the primary mode of communication and education. Nine-year-old language was assessed using the Clinical Evaluation of Language Fundamentals – 4th edition (CELF-4), the Peabody Picture Vocabulary Test – 4th edition (PPVT-4) and the Expressive Vocabulary Test – 2nd edition (EVT-2). Multiple regression analyses were conducted to examine the extent to which children’s scores on these standardized assessments were predicted by their cognitive ability (nonverbal IQ and verbal working memory) measured at 5 years of age. The influence of early language scores at 5 years and a range of demographic characteristics on language scores at 9 years of age was evaluated. We found that 5-year-old digit span score was a significant predictor of receptive and expressive language, but not receptive or expressive vocabulary, at 9 years of age. Also, 5-year-old nonword repetition test score was a significant predictor of only expressive language and vocabulary, but not receptive language or vocabulary at 9 years of age. After allowing for the effects of nonverbal IQ and 5-year-old receptive vocabulary, early digit span score (but not nonword repetition score) was a significant predictor of expressive and receptive language scores at 9 years of age. The findings shed light on the unique role of early verbal working memory in predicting the development of receptive and expressive language skills and vocabulary skills in children who use hearing aids.
机译:本研究检测了5岁时预测语言发展的认知能力的程度从5至9岁的人口在一个基于人口的人口的人口,听力损失参加了听力障碍(LOCHI)研究的儿童纵向丧失。在5岁和9岁时评估了81名听力损失的81名儿童的发展结果。听力损失范围从轻度到严重程度,所有参与者都使用了助听器。它们都使用出语言作为沟通和教育的主要模式。使用语言基本面的临床评估评估了九岁的语言 - 第4版(Celf-4),Peabody图片词汇测试 - 第4版(PPVT-4)和表达词汇测试 - 第二版(EVT-2) 。进行了多元回归分析,以检查儿童评分对这些标准化评估的分数的程度,预测到5岁以上测量的认知能力(非语言IQ和口头工作记忆)。评估早期语言评分的影响和9岁时语言评分的一系列人口统计特征。我们发现,5岁的数字跨度得分是接受和表达语言的重要预测因子,但在9岁时,没有接受或表现力的词汇。此外,5岁的非WORL重复测试得分是只有表现性语言和词汇的重要预测因子,但在9岁时的感受语言或词汇量。在允许非语言IQ和5岁的接受词汇的影响之后,早期数字跨度得分(但不是非WORL重复得分)是9岁的表现力和接受语言评分的重要预测因子。调查结果阐明了早期口头工作记忆的独特作用,以预测使用助听器的儿童的接受和表达语言技能和词汇技能的发展。

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