Edwards Lindsey, Aitkenhead Lynne, Langdon Dawn
Great Ormond Street Hospital for Children NHS Foundation Trust, Great Ormond Street, London, WC1N 3JH, UK.
Royal Holloway, University of London, Egham Hill, Egham, Surrey, TW20 0EX, UK.
Int J Pediatr Otorhinolaryngol. 2016 Nov;90:37-42. doi: 10.1016/j.ijporl.2016.08.017. Epub 2016 Aug 26.
This study aimed to establish the relationship between short-term memory capacity and reading skills in adolescents with cochlear implants.
A between-groups design compared a group of young people with cochlear implants with a group of hearing peers on measures of reading, and auditory and visual short-term memory capacity. The groups were matched for non-verbal IQ and age. The adolescents with cochlear implants were recruited from the Cochlear Implant Programme at a specialist children's hospital. The hearing participants were recruited from the same schools as those attended by the implanted adolescents. Participants were 18 cochlear implant users and 14 hearing controls, aged between 12 and 18 years. All used English as their main language and had no significant learning disability or neuro-developmental disorder. Short-term memory capacity was assessed in the auditory modality using Forward and Reverse Digit Span from the WISC IV UK, and visually using Forward and Reverse Memory from the Leiter-R. Individual word reading, reading comprehension and pseudoword decoding were assessed using the WIAT II UK.
A series of ANOVAs revealed that the adolescents with cochlear implants had significantly poorer auditory short-term memory capacity and reading skills (on all measures) compared with their hearing peers. However, when Forward Digit Span was entered into the analyses as a covariate, none of the differences remained statistically significant.
Deficits in immediate auditory memory persist into adolescence in deaf children with cochlear implants. Short-term auditory memory capacity is an important neurocognitive process in the development of reading skills after cochlear implantation in childhood that remains evident in later adolescence.
本研究旨在确定青少年人工耳蜗植入者的短期记忆能力与阅读技能之间的关系。
采用组间设计，比较一组人工耳蜗植入的青少年与一组听力正常的同龄人在阅读、听觉和视觉短期记忆能力方面的表现。两组在非语言智商和年龄上进行了匹配。人工耳蜗植入的青少年从一家专科儿童医院的人工耳蜗植入项目中招募。听力正常的参与者从与植入青少年就读的同一学校招募。参与者包括18名人工耳蜗使用者和14名听力正常的对照者，年龄在12至18岁之间。所有人均以英语作为主要语言，且无明显学习障碍或神经发育障碍。使用韦氏儿童智力量表第四版英国版中的顺背和倒背数字广度在听觉模式下评估短期记忆能力，使用莱特国际操作量表修订版中的顺背和倒背记忆在视觉模式下评估。使用韦氏个别成就测验第二版英国版评估单个单词阅读、阅读理解和假词解码。
一系列方差分析显示，与听力正常的同龄人相比，人工耳蜗植入的青少年在听觉短期记忆能力和阅读技能（所有测量指标）方面明显较差。然而，当将顺背数字广度作为协变量纳入分析时，所有差异均不再具有统计学意义。
人工耳蜗植入的聋儿在青少年时期仍存在即时听觉记忆缺陷。短期听觉记忆能力是儿童期人工耳蜗植入后阅读技能发展中的一个重要神经认知过程，在青少年后期仍很明显。
