Cross-modal digit span and vocabulary proficiency in deaf or hard-of-hearing children

Author:

Lo Ming1,Lin Yi-Xiu1,Hue Chih-Wei2,Chen Shiou-Yuan3,Wang Tzu-Ya1,Chen Pei-Hua1

Affiliation:

1. Speech and Hearing Science Research Institute, Children’s Hearing Foundation , Taipei , Taiwan

2. Department of Psychology, National Taiwan University , Taipei , Taiwan

3. Department of Early Childhood Education, University of Taipei , Taipei , Taiwan

Abstract

Abstract This study aims to examine the relationship between vocabulary proficiency and short-term memory capacity in deaf or hard-of-hearing (DHH) children. We test the hypothesis that the relationship between vocabulary skills and digit span performance could be strengthened when the digit span task encompasses cross-modal integration processes. A group of DHH children performed two types of auditory digit span tasks. Furthermore, they participated in a standardized vocabulary proficiency test, comprising two subtests: Receptive Vocabulary and Expressive Vocabulary. The verbal digit span served as a significant predictor of Expressive Vocabulary among the DHH children. Simultaneously, the auditory-pointing digit span accounted for a substantial portion of performance variation in both Receptive and Expressive Vocabulary. After considering the impact of the duration of auditory-verbal intervention through regression models, likelihood ratio tests demonstrated that the auditory-pointing digit span persisted as a significant determinant of both receptive and expressive vocabulary skills. A positive influence of the intervention was also confirmed by the present results. This study provides evidence that memory span and the ability to integrate cross-modal information could serve as significant cognitive correlates of vocabulary proficiency in DHH children.

Funder

Children’s Hearing Foundation

Publisher

Oxford University Press (OUP)

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