{"title":"植入人工耳蜗的青少年言语工作记忆和音位分析能力的评价。","authors":"Nuriye Yildirim Gökay, Güzide Atalik, Şadiye Bacik Trank, Hakan Tutar, Recep Karamert, Bülent Gündüz","doi":"10.1055/s-0043-1761172","DOIUrl":null,"url":null,"abstract":"<p><p><b>Introduction</b> Adolescents with cochlear implants may have difficulty developing language and memory abilities. <b>Objective</b> The primary objectives of this study are (1) to evaluate the language skills and verbal working memory performance of early and late diagnosed-intervened cochlear implanted adolescents and (2) to investigate the relationship between the verbal working memory and phonemic analysis skills in adolescents with cochlear implant. <b>Methods</b> This study included 72 participants with cochlear implant aged between 10 and 18 years. The participants were divided into two groups; those who had first hearing aid at the age of 6 months at the latest and had a first cochlear implant in at least one ear at the latest at 24 months were included in the early group, all the others were in the late group. The phonemic analysis test, a subtest of the test of language development: Primary, 4th edition (TOLD: P-4) - Turkish version, was used to assess language-based abilities, and the meaningless word repetition (MWR) test was utilized to assess verbal working memory. <b>Results</b> The adolescents with cochlear implants who received early diagnosis and intervention performed statistically significantly better in phonemic analysis scores and verbal working memory tests ( <i>p</i> < 0.001). A statistically significant relationship was found between phonemic analysis and verbal working memory skills (Pearson, r = 0.567 and r = 0.659, <i>p</i> < 0.001). <b>Conclusions</b> Rehabilitation of phonological skills can contribute to the development of verbal working memory in adolescents with cochlear implants. There is a need for further studies on this issue with more detailed tests.</p>","PeriodicalId":13731,"journal":{"name":"International Archives of Otorhinolaryngology","volume":"27 4","pages":"e662-e666"},"PeriodicalIF":1.0000,"publicationDate":"2023-10-23","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"https://ftp.ncbi.nlm.nih.gov/pub/pmc/oa_pdf/73/18/10-1055-s-0043-1761172.PMC10593525.pdf","citationCount":"0","resultStr":"{\"title\":\"Evaluation of Verbal Working Memory and Phonemic Analysis Skills in Adolescents with Cochlear Implant.\",\"authors\":\"Nuriye Yildirim Gökay, Güzide Atalik, Şadiye Bacik Trank, Hakan Tutar, Recep Karamert, Bülent Gündüz\",\"doi\":\"10.1055/s-0043-1761172\",\"DOIUrl\":null,\"url\":null,\"abstract\":\"<p><p><b>Introduction</b> Adolescents with cochlear implants may have difficulty developing language and memory abilities. <b>Objective</b> The primary objectives of this study are (1) to evaluate the language skills and verbal working memory performance of early and late diagnosed-intervened cochlear implanted adolescents and (2) to investigate the relationship between the verbal working memory and phonemic analysis skills in adolescents with cochlear implant. <b>Methods</b> This study included 72 participants with cochlear implant aged between 10 and 18 years. The participants were divided into two groups; those who had first hearing aid at the age of 6 months at the latest and had a first cochlear implant in at least one ear at the latest at 24 months were included in the early group, all the others were in the late group. The phonemic analysis test, a subtest of the test of language development: Primary, 4th edition (TOLD: P-4) - Turkish version, was used to assess language-based abilities, and the meaningless word repetition (MWR) test was utilized to assess verbal working memory. <b>Results</b> The adolescents with cochlear implants who received early diagnosis and intervention performed statistically significantly better in phonemic analysis scores and verbal working memory tests ( <i>p</i> < 0.001). A statistically significant relationship was found between phonemic analysis and verbal working memory skills (Pearson, r = 0.567 and r = 0.659, <i>p</i> < 0.001). <b>Conclusions</b> Rehabilitation of phonological skills can contribute to the development of verbal working memory in adolescents with cochlear implants. There is a need for further studies on this issue with more detailed tests.</p>\",\"PeriodicalId\":13731,\"journal\":{\"name\":\"International Archives of Otorhinolaryngology\",\"volume\":\"27 4\",\"pages\":\"e662-e666\"},\"PeriodicalIF\":1.0000,\"publicationDate\":\"2023-10-23\",\"publicationTypes\":\"Journal Article\",\"fieldsOfStudy\":null,\"isOpenAccess\":false,\"openAccessPdf\":\"https://ftp.ncbi.nlm.nih.gov/pub/pmc/oa_pdf/73/18/10-1055-s-0043-1761172.PMC10593525.pdf\",\"citationCount\":\"0\",\"resultStr\":null,\"platform\":\"Semanticscholar\",\"paperid\":null,\"PeriodicalName\":\"International Archives of Otorhinolaryngology\",\"FirstCategoryId\":\"1085\",\"ListUrlMain\":\"https://doi.org/10.1055/s-0043-1761172\",\"RegionNum\":0,\"RegionCategory\":null,\"ArticlePicture\":[],\"TitleCN\":null,\"AbstractTextCN\":null,\"PMCID\":null,\"EPubDate\":\"2023/10/1 0:00:00\",\"PubModel\":\"eCollection\",\"JCR\":\"Q3\",\"JCRName\":\"OTORHINOLARYNGOLOGY\",\"Score\":null,\"Total\":0}","platform":"Semanticscholar","paperid":null,"PeriodicalName":"International Archives of Otorhinolaryngology","FirstCategoryId":"1085","ListUrlMain":"https://doi.org/10.1055/s-0043-1761172","RegionNum":0,"RegionCategory":null,"ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":null,"EPubDate":"2023/10/1 0:00:00","PubModel":"eCollection","JCR":"Q3","JCRName":"OTORHINOLARYNGOLOGY","Score":null,"Total":0}
引用次数: 0
摘要
介绍 植入耳蜗的青少年可能难以发展语言和记忆能力。客观的 本研究的主要目的是:(1)评估早期和晚期诊断的人工耳蜗植入青少年的语言技能和言语工作记忆表现;(2)研究人工耳蜗植入后青少年的言语工作记忆与音位分析技能之间的关系。方法 这项研究包括72名年龄在10至18岁之间的人工耳蜗植入者。参与者被分为两组;最晚在6个月大时首次使用助听器,最晚在24个月时至少在一只耳朵中首次植入耳蜗的人被纳入早期组,其他人都属于晚期组。音位分析测试是语言发展测试的一个子测试:初级,第4版(TOLD:P-4)-土耳其语版本,用于评估基于语言的能力,无意义单词重复(MWR)测试用于评估言语工作记忆。后果 接受早期诊断和干预的人工耳蜗植入青少年在音位分析得分和言语工作记忆测试中的表现具有统计学意义(p p 结论 语音技能的康复有助于植入耳蜗的青少年言语工作记忆的发展。有必要对这一问题进行进一步研究,并进行更详细的测试。
Evaluation of Verbal Working Memory and Phonemic Analysis Skills in Adolescents with Cochlear Implant.
Introduction Adolescents with cochlear implants may have difficulty developing language and memory abilities. Objective The primary objectives of this study are (1) to evaluate the language skills and verbal working memory performance of early and late diagnosed-intervened cochlear implanted adolescents and (2) to investigate the relationship between the verbal working memory and phonemic analysis skills in adolescents with cochlear implant. Methods This study included 72 participants with cochlear implant aged between 10 and 18 years. The participants were divided into two groups; those who had first hearing aid at the age of 6 months at the latest and had a first cochlear implant in at least one ear at the latest at 24 months were included in the early group, all the others were in the late group. The phonemic analysis test, a subtest of the test of language development: Primary, 4th edition (TOLD: P-4) - Turkish version, was used to assess language-based abilities, and the meaningless word repetition (MWR) test was utilized to assess verbal working memory. Results The adolescents with cochlear implants who received early diagnosis and intervention performed statistically significantly better in phonemic analysis scores and verbal working memory tests ( p < 0.001). A statistically significant relationship was found between phonemic analysis and verbal working memory skills (Pearson, r = 0.567 and r = 0.659, p < 0.001). Conclusions Rehabilitation of phonological skills can contribute to the development of verbal working memory in adolescents with cochlear implants. There is a need for further studies on this issue with more detailed tests.