본문 바로가기
KERD
논문KCI 등재

A Meta-analysis of Language Abilities and Executive Function for Children with Cochlear Implants

0

조회

0

다운로드

0

인용

0

참고문헌

키워드

초록

The purpose of this study was to identify the differences in language ability and executive functions of children with cochlear implants (CI) and their peer normal hearing (NH) children, and to find out whether the auditory history (duration of CI use, age at implantation) of CI group plays a role as a moderator in controlling the effect size of the differences of the CI and NH groups. A total of 77 articles were searched, 11 studies which met the inclusive and exclusive criteria were selected from three electronic databases (Academic Search Complete, PsycInfo, PubMed). As a result, significant differences were identified in language ability and the five executive function subtypes (working memory, inhibition, shifting, emotion control, and sustained sequential processing) between two groups. But, the hearing history of CI group (duration of CI use, age at implantation) did not appear as a significant moderator. In conclusion, CI children’s language ability and executive function should be precisely monitored and regularly evaluated. In addition, we discussed the possibility that some executive function abilities (plan/organize, attention, and visuo-spatial organization) will remain in CI group. For the follow-up study, we need to identify various factors that support the CI children.

Abstract

The purpose of this study was to identify the differences in language ability and executive functions of children with cochlear implants (CI) and their peer normal hearing (NH) children, and to find out whether the auditory history (duration of CI use, age at implantation) of CI group plays a role as a moderator in controlling the effect size of the differences of the CI and NH groups. A total of 77 articles were searched, 11 studies which met the inclusive and exclusive criteria were selected from three electronic databases (Academic Search Complete, PsycInfo, PubMed). As a result, significant differences were identified in language ability and the five executive function subtypes (working memory, inhibition, shifting, emotion control, and sustained sequential processing) between two groups. But, the hearing history of CI group (duration of CI use, age at implantation) did not appear as a significant moderator. In conclusion, CI children’s language ability and executive function should be precisely monitored and regularly evaluated. In addition, we discussed the possibility that some executive function abilities (plan/organize, attention, and visuo-spatial organization) will remain in CI group. For the follow-up study, we need to identify various factors that support the CI children.

참고문헌 (59)

  1. AuBuchon, A. M., "Verbal processing speed and executive functioning in long-term cochlear implant users", Journal of Speech, Language, and Hearing Research, 58(1), pp.151~162 (2015)
  2. Barkley, R. A., "Executive Functions: What They Are, How They Work, and Why They Evolved", pp.1~244 (2012), Guilford Press
  3. Barkley, R. A., "Distinguishing sluggish cognitive tempo from ADHD in children and adolescents : Executive functioning, impairment, and comorbidity", Journal of Clinical Child and Adolescent Psychology, 42(2), pp.161~173 (2013)
  4. Beer, J., "Executive functioning skills in preschoolage children with cochlear implants", Journal of Speech, Language, and Hearing Research, 57(4), pp.1521~1534 (2014)
  5. Beer, J., "Executive function in everyday life: Implications for young cochlear implant users", Cochlear Implants International, 12(Suppl 1), pp.S89~S91 (2011)
  6. Blair, C., "Relating effortful control, executive function, and false belief understanding to emerging math and literacy ability in kindergarten", Child Development, 78(2), pp.647~663 (2007)
  7. Bull, R., "Short-term memory, working memory, and executive functioning in preschoolers : Longitudinal predictors of mathematical achievement at age 7years", Developmental Neuropsychology, 33(3), pp.205~228 (2008)
  8. Castellanos, I., "Concept formation skills in long-term cochlear implant users", Journal of Deaf Studies and Deaf Education, 20(1), pp.27~40 (2015)
  9. Castellanos, I., "Early expressive language skills predict long-term neurocognitive outcomes in cochlear implant users : Evidence from the MacArthur–Bates communicative development inventories", American Journal of Speech-Language Pathology, 25(3), pp.381~392 (2016)
  10. Cohen, J., "Statistical Power Analysis for the Behavioral Sciences" (1988), Erlbaum
  11. Conway, C. M., "Neurocognitive basis of implicit learning of sequential structure and its relation to language processing", Annals of the New York Academy of Sciences, 1145, pp.113~131 (2008)
  12. Conway, C. M., "Implicit sequence learning in deaf children with cochlear implants", Developmental Science, 14(1), pp.69~82 (2011)
  13. Conway, C. M., "The importance of sound for cognitive sequencing abilities : The auditory scaffolding hypothesis", Current Directions in Psychological Science, 18(5), pp.275~279 (2009)
  14. Cleary, M., "Working memory spans as predictors of spoken word recognition and receptive vocabulary in children with cochlear implants", The Volta Review, 102(4), pp.259~280 (2000)
  15. Davidson, L. S., "Factors contributing to speech perception scores in long-term pediatric cochlear implant users", Ear and Hearing, 32(1 Suppl), pp.19S~26S (2011)
  16. Diamond, A., "Executive functions", Annual Review of Psychology, 64, pp.135~168 (2013)
  17. Dunn, L. M., "Peabody Picture Vocabulary Test" (2007), Pearson Assessments
  18. Eisenberg, L. S., "Current state of knowledge : Speech recognition and production in children with hearing impairment", Ear and Hearing, 28(6), pp.766~772 (2007)
  19. Figueras, B., "Executive function and language in deaf children", Journal of Deaf Studies and Deaf Education, 13(3), pp.362~377 (2008)
  20. Fischer, K. W., "Handbook of Developmental Systems Theory and Methodology", pp.287~315 (2014), The Guilford Press
  21. Ganek, H., "Language outcomes after cochlear implantation", Otolaryngologic Clinics of North America, 45(1), pp.173~185 (2012)
  22. Geers, A. E., "Factors influencing spoken language outcomes in children following early cochlear implantation", Cochlear and Brainstem Implants, 64, pp.50~65 (2006)
  23. Geers, A. E., "Language skills of children with early cochlear implantation", Ear and Hearing, 24(1), pp.46S~58S (2003)
  24. Geers, A. E., "Language and verbal reasoning skills in adolescents with 10 or more years of cochlear implant experience", Ear and Hearing, 32(1 Suppl), pp.39S~48S (2011)
  25. Gioia, G. A., "Test review behavior rating inventory of executive function", Child Neuropsychology, 6(3), pp.235~238 (2000)
  26. Goldenberg, D., "The use of functional and effective connectivity techniques to understand the developing brain", Developmental Cognitive Neuroscience, 12, pp.155~164 (2015)
  27. Greiner, L. A, "Measures of executive function in children with cochlear implants", master, pp.2010
  28. Hall, M. L., "Executive function in deaf children: Auditory access and language access", Journal of Speech, Language, and Hearing Research, 61(8), pp.1970~1988 (2018)
  29. Harris, M. S., "Verbal short-term memory development and spoken language outcomes in deaf children with cochlear implants", Ear and Hearing, 34(2), pp.179~192 (2013)
  30. Holt, R. F., "Family environment in children with hearing aids and cochlear implants : Associations with spoken language, psychosocial functioning, and cognitive development", Ear and Hearing, 41(4), pp.762~774 (2020)
  31. Horn, D. L., "Visual attention, behavioral inhibition and speech", language outcomes in deaf children with cochlear implants, 2004, pp.1273, 332~335
  32. Kral, A., "Neurocognitive factors in sensory restoration of early deafness: A connectome model", The Lancet Neurology, 15(6), pp.610~621 (2016)
  33. "Learning, executive and attention functioning (LEAF) scale" (2006)[URL]
  34. Kronenberger, W. G., "Neurocognitive risk in children with cochlear implants", JAMA Otolaryngology – Head & Neck Surgery, 140(7), pp.608~615 (2014)
  35. Kronenberger, W. G., "Executive functioning and speech-language skills following long-term use of cochlear implants", Journal of Deaf Studies and Deaf Education, 19(4), pp.456~470 (2014)
  36. Kronenberger, W. G., "Evidence-Based Practice in Deaf Education", pp.363~396 (2018), Oxford University Press
  37. Kronenberger, W. G., "The Oxford Handbook of Deaf Studies in Learning and Cognition", pp.1~480 (2020), Oxford University Press
  38. Kronenberger, W. G., "Profiles of verbal working memory growth predict speech and language development in children with cochlear implants", Journal of Speech, Language, and Hearing Research, 56(3), pp.805~825 (2013)
  39. Kronenberger, W. G., "Executive functioning skills in long-term users of cochlear implants : A case control study", Journal of Pediatric Psychology, 38(8), pp.902~914 (2013)
  40. Liu, M., "The relationships among verbal ability, executive function, and theory of mind in young children with cochlear implants", International Journal of Audiology, 57(12), pp.881~888 (2018)
  41. McClelland, M. M., "Links between behavioral regulation and preschoolers’ literacy, vocabulary, and math skills", Developmental Psychology, 43(4), pp.947~959 (2007)
  42. Moffitt, T. E., "A gradient of childhood self-control predicts health, wealth, and public safety", Proceedings of the national academy of sciences of the United States of America, 108(7), pp.2693~2698 (2011)
  43. Niparko, J. K., "Spoken language development in children following cochlear implantation", JAMA, 303(15), pp.1498~1506 (2010)
  44. Nittrouer, S., "Working memory in children with cochlear implants : Problems are in storage, not processing", International Journal of Pediatric Otorhinolaryngology, 77(11), pp.1886~1898 (2013)
  45. Pichora-Fuller, M. K., "Hearing impairment and cognitive energy: The framework for understanding effortful listening (FUEL)", Ear and Hearing, 37(Suppl 1), pp.5S~27S (2016)
  46. Pisoni, D. B., "Deaf Cognition: Foundations and Outcomes", pp.52~101 (2008), Oxford University Press
  47. Pisoni, D. B., "Measures in digit span and verbal rehearsal speed in deaf children following more than 10 years of cochlear implant use", Ear and Hearing, 32(1), pp.60s~74s (2011)
  48. Rosenthal, R., "Combining results of independent studies", Psychological Bulletin, 85, pp.185~193 (1978)
  49. Semel, E., "Clinical Evaluation of Language Fundamentals-Preschool" (2004), The Psychological Corporation
  50. Semenov, Y. R., "Cochlear implants : Clinical and societal outcomes", Otolaryngologic Clinics of North America, 45(5), pp.959~981 (2012)
  51. Steinberg, L., "A behavioral scientist looks at the science of adolescent brain development", Brain and Cognition, 72(1), pp.160~164 (2010)
  52. Surowiecki, V. N., "Cognitive processing in children using cochlear implants: The relationship between visual memory, attention, and executive functions and developing language skills", The Annals of Otology, Rhinology & Laryngology, 111(5_suppl), pp.119~126 (2002)
  53. Svirsky, M. A., "Language development in profoundly deaf children with cochlear implants", Psychological Science, 11(2), pp.153~158 (2000)
  54. Tobey, E. A., "Influence of implantation age on schoolage language performance in pediatric cochlear implant users", International Journal of Audiology, 52(4), pp.219~229 (2013)
  55. van Geert, P., "Chaos and Complexity in Psychology: The Theory of Nonlinear Dynamical Systems", pp.242~281 (2009), Cambridge University Press
  56. Wass, M., "Cognitive and linguistic skills in Swedish children with cochlear implants-measures of accuracy and latency as indicators of development", Scandinavian Journal of Psychology, 49(6), pp.559~576 (2008)
  57. Willstedt-Svensson, U., "Is age at implant the only factor that counts? The influence of working memory on lexical and grammatical development in children with cochlear implants", International Journal of Audiology, 43(9), pp.506~515 (2004)
  58. 양윤희, "학령전기 어휘발달지연 및 또래 아동의 어휘습득을 위한 집행기능의 역할", Communication Sciences and Disorders, 23(1), pp.43~59 (2018), 한국언어청각임상학회[DOI]
  59. Zimmerman, I. L., "Preschool Language Scale" (2002), Psychological Corporation

관련 논문AI추천

Early Postoperative Benefits in Receptive and Expressive Language Development After Cochlear Implantation Under 9 Months of Age in Comparison to Implantation at Later Ages김봉직, 이승재, Byung Yoon Choi, Do Hyun Jung, Heonjeong Oh, Jin Hee Han, Jiyeon Yang, Ju Ang Kim, Kyu Ha Shin, Min Young Kim, Ngoc-Trinh Tran, Sung-Min Park, Yejun Chun, Yun Kyeong Kim대한이비인후과학회 · Clinical and Experimental Otorhinolaryngology2024 · 제17권 제1호인공와우 착용 아동의 작업기억, 문장이해력과 문장인지도 간의 관계박소현, 방정화한국청각언어재활학회 · Audiology and Speech Research2011 · 제7권 제1호Language Intervention Instead of Speech Intervention for Children With Cochlear ImplantsBonetti Luka, Šantić Ivana Šimić대한청각학회 · Journal of Audiology & Otology2023 · 제27권 제2호Study of Phonological Awareness of Preschool and School Aged Children with Cochlear Implant and Normal HearingMohammadrahim Shahbodaghi, Niloufar Rastegarianzadeh, Soghrat Faghihzadeh대한청각학회 · Journal of Audiology & Otology2014 · 제18권 제2호인공와우 또는 보청기를 착용한 학령기 청각장애 아동의 작업 기억 능력 연구장선아, 장재진한국특수교육문제연구소 · 특수교육저널:이론과 실천2018 · 제19권 제3호Academic Performance, Communication, and Psychosocial Development of Prelingual Deaf Children with Cochlear Implants in Mainstream Schools문일준, 최지은, 홍성화대한청각학회 · Journal of Audiology & Otology2020 · 제24권 제2호

이 간행물의 다른 논문 (6건)