The Impact of Early Intervention on Cognitive Performances of Children with Typical Development and with Hearing Loss: Working Memory and Short Term Memory

Year 2013, , 70 - 97, 01.06.2013

Murat Doğan A. Ümran Tüfekçioğlu Nurhan Er

https://doi.org/10.20489/intjecse.107928

Abstract

One of the problematic issues in childhood temporary memory research seems to be the elusiveness of the factors affecting working memory (WM) and short-term memory (STM) capacities. The purpose of this research was (a) to determine the impact of one year preschool education -a form of early intervention- on WM and STM capacities of children either with typical development or with hearing loss, and (b) to determine the impact of early parent guidance on WM and STM capacities of children with hearing loss. The sample (N = 223) consisted of children with typical development (n = 103) and children with hearing loss (n = 120) from three different educational settings in Eskişehir, Turkey. Measures were Sentence-Digit Span, Task Paper-Folding, and Digit Span-Backward tasks for WM, and Digit Span task for STM capacity. Among children with typical development, one-way MANCOVAs indicated no significant differences between children who had preschool education and those who had not on mean WM and STM tasks scores when age and IQ were controlled. On the side of children with hearing loss, both preschool education and early parent quidance resulted in better WM/STM task performances. Finding of the study clearly indicated that early intervention is a must for cognitive development, at least for WM/STM capacities of children with hearing loss.

Keywords

Children with hearing loss, cognitive processes, early intervention, early parent guidence, preschool education, working memory

Normal Gelişim Gösteren ve İşitme Kayıplı Çocuklarda Erken Müdahalenin Bilişsel Performanstaki Rolü: Çalışma Belleği ve Kısa Süreli Bellek

Abstract

Çocuklukta geçici bellek konusunun önemli bir sorunu çalışma belleği (ÇB) ve kısa süreli bellek (KSB) süreçlerini etkileyen faktörlerin tam olarak bilinmemesidir. Bu doğrultuda araştırmanın amacı, bir erken müdahale biçimi olarak erken eğitimin (okul öncesi eğitim ve erken aile eğitimi) normal gelişim gösteren ve işitme kayıplı çocuklarda merkezi bilişsel süreçlerden ÇB ve KSB kapasitelerinin gelişiminde bir etkisi olup olmadığını saptamaktır. Katılımcıların (N = 223) 103'ü normal gelişim gösteren, 120'si işitme kayıplı çocuklardan oluşmaktadır. ÇB ölçümü olarak Cümle-Sayı Uzamı, Kağıt Katlama ve Ters Sayı Dizisi görevleri, KSB ölçümü olarak Sayı Dizisi görevi kullanılmıştır. Yaş ve zekanın kontrol edildiği çok-değişkenli varyans analizi (MANCOVA), okul öncesi eğitim almanın normal gelişim gösteren çocukların ÇB ve KSB kapasitesinde bir fark yaratmadığını; ancak hem okul öncesi eğitim hem erken aile eğitimin işitme kayıplı çocukların ÇB ve KSB kapasitelerinde anlamlı bir artışa yol açtığını göstermiştir. Bulgular, işitme kayıplı çocukların bilişsel gelişimi, en azından ÇB ve KSB performansındaki gelişim için erken müdahalenin gerekliliğini ortaya koymuştur.

Keywords

Aile eğitimi, bilişsel süreçler, çalışma belleği, erken müdahale, işitme kayıplı çocuklar, okul öncesi eğitim

References

• Alloway, T. P., & Alloway, R. G. (2010). Investigating the predictive roles of working memory and IQ in academic attainment. Journal of Experimental Child Psychology, 106, 20-29.
• Alloway, T. P., & Gathercole, S. E. (2006a). How does working memory work in the classroom? Educational Research and Reviews, 1(4), 134-139.
• Alloway, T. P., & Gathercole, S. E. (Eds.) (2006b). Working memory and neurodevelopmental disorders. East Sussex: Psychology Press.
• Alloway, T. P., Rajendran, G., & Archibald, L. M. D. (2009). Working memory in children with developmental disorders. Journal of Learning Disabilities, 42(4), 372-382.
• Anastasi, A., & Urbina, S. (1997). Psychological testing (7th ed.). Hillsdale, NJ: Prentice Hall.
• Archibald, L. M. D., & Gathercole, S. E. (2006). Short-term and working memory in specific language impairment. International Journal of Language and Communication Disorders, 41(6), 675-693.
• Baddeley, A. D, & Hitch, G. (2007). Working memory: Past, present… and future. In N. Osaka, R. H. Logie & M. D’esposito (Eds.), The cognitive neuroscience of working memory (pp. 1-20). Oxford: Oxford University Press.
• Baddeley, A. D. (1986). Working memory. Oxford: Oxford University Press.
• Baddeley, A. D. (2002). Is working memory still working? European Psychologist, 7 (2), 85-97.
• Baddeley, A. D. (2003a). Working memory: Looking back and looking forward. Nature Reviews/Neuroscience, 4, 829-839.
• Baddeley, A. D. (2003b). Working memory and language: An overview. Journal of Communication Disorders, 36, 189-208.
• Baddeley, A. D. (2007). Working memory, thought, and action. Oxford: Oxford University Press.
• Bebko, J. M. (1984). Memory and rehearsal characteristics of profoundly deaf children. Journal of Experimental Child Psychology, 38, 415-428.
• Braden, J. P. (2001). The clinical assessment of deaf people’s cognitive abilities. In M. D. Clark, M. Marschark & M. Karchmer (Eds.), Context, cognition, and deafness (pp. 14-37). Washington, D.C. Gallaudet University Press.
• Briscoe, J., Bishop, D. V. M., & Norbury, C. F. (2001). Phonological processing, language, and literacy: A comparison of children with mild- to maderate- sensorineural hearing loss and those with specific language impairment. Journal of Child Psychology and Psychiatry, 42(3), 329-340.
• Bull, R. (2008). Deafness, numerical cognition, and mathematics. In M. Marschark & P. C. Hauser (Eds.), Deaf cognition: Foundations and outcomes (pp. 170-200). Oxford: Oxford University Press.
• Burkholder, R. A., & Pisoni, D. B. (2003). Speech timing and working memory in profoundly deaf children after cochlear implantation. Journal of Experimental Child Psychology, 35, 63-88.
• Büyüköztürk, Ş. (2010). Sosyal bilimler için veri analizi el kitabı. Ankara: Pegem Akademi.
• Cleary, M. D., Pisoni, D. B., & Geers, A. E. (2001). Some measures of verbal and spatial memory in eight and nine-years-old hearing-impaired children with cochlear implants. Ear & Hearing, 22, 395-411.
• Cleary, M. D., Pisoni, D. B., & Kirk, K. I. (2002). Working memory spans as predictors of spoken word recognition and receptive vocabulary in children with cochlear implants. The Volta Review, 102(4), 259-280.
• Conway, A. R. A., Kane, M. J., Bunting, M. F., Hambrick, D. Z., Wilhelm, O., & Engle, R. W. (2005). Working memory span tasks: A methodological review and user’s guide. Psychonomic Bulletin and Review, 12 (5), 769-786.
• Cranford, J. L. (2008). Basics of audiology: From vibrations to sounds. San Diego, CA: Plural Publishing.
• Daneman, M., & Carpenter, P. A. (1980). Individual differences in working memory and reading. Journal of Verbal Learning and Verbal Behavior, 19 (4), 450-466.
• Daneman, M., Nemeth, S., Stainton, M., & Huelsmann, K. (1995). Working memory as a predictor of reading achievement in orally educated hearing-impaired children. The Volta Review, 97, 225-241.
• Daneman, N., & Hannon, B. (2007). What do working memory span tasks like reading span really measure? In N. Osaka, R. H. Logie & M. D’esposito (Eds.), The cognitive neuroscience of working memory (pp. 21-42). Oxford: Oxford University Press.
• Dehn, M. J. (2008). Working memory and academic learning: Assessment and intervention. New Jersey: John Wiley & Sons.
• Doğan, M. (2011). İşitme kayıplı çocukların ve normal işiten çocukların çalışma belleği