title: The Effect of Learning Modality and Auditory Feedback on Word Memory: Cochlear-Implanted versus Normal-Hearing Adults.
abstract: BACKGROUND
  In recent years, the effect of cognitive abilities on the achievements of cochlear implant (CI) users has been evaluated. Some studies have suggested that gaps between CI users and normal-hearing (NH) peers in cognitive tasks are modality specific, and occur only in auditory tasks.
  
  
  OBJECTIVE
  The present study focused on the effect of learning modality (auditory, visual) and auditory feedback on word memory in young adults who were prelingually deafened and received CIs before the age of 5 yr, and their NH peers.
  
  
  METHODS
  A production effect (PE) paradigm was used, in which participants learned familiar study words by vocal production (saying aloud) or by no-production (silent reading or listening). Words were presented (1) in the visual modality (written) and (2) in the auditory modality (heard). CI users performed the visual condition twice-once with the implant ON and once with it OFF. All conditions were followed by free recall tests.
  
  
  METHODS
  Twelve young adults, long-term CI users, implanted between ages 1.7 and 4.5 yr, and who showed ≥50% in monosyllabic consonant-vowel-consonant open-set test with their implants were enrolled. A group of 14 age-matched NH young adults served as the comparison group.
  
  
  METHODS
  For each condition, we calculated the proportion of study words recalled. Mixed-measures analysis of variances were carried out with group (NH, CI) as a between-subjects variable, and learning condition (aloud or silent reading) as a within-subject variable. Following this, paired sample t tests were used to evaluate the PE size (differences between aloud and silent words) and overall recall ratios (aloud and silent words combined) in each of the learning conditions.
  
  
  RESULTS
  With visual word presentation, young adults with CIs (regardless of implant status CI-ON or CI-OFF), showed comparable memory performance (and a similar PE) to NH peers. However, with auditory presentation, young adults with CIs showed poorer memory for nonproduced words (hence a larger PE) relative to their NH peers.
  
  
  CONCLUSIONS
  The results support the construct that young adults with CIs will benefit more from learning via the visual modality (reading), rather than the auditory modality (listening). Importantly, vocal production can largely improve auditory word memory, especially for the CI group.
authors.affiliation: Department of Communication Disorders, Ariel University, Ariel, Israel.|Meuhedet Health Services, Tel Aviv, Israel.
authors.forename: Riki
authors.initials: R
authors.lastname: Taitelbaum-Swead
authors.affiliation: Department of Communication Disorders, Ariel University, Ariel, Israel.
authors.forename: Michal
authors.initials: M
authors.lastname: Icht
authors.affiliation: Department of Behavioral Sciences and Psychology, Ariel University, Ariel, Israel.
authors.forename: Yaniv
authors.initials: Y
authors.lastname: Mama
mesh_terms: D000328:Adult; D000367:Age Factors; D000704:Analysis of Variance; D016022:Case-Control Studies; D002675:Child, Preschool; D019929:Cochlear Implantation / Q000379:methods*; D003054:Cochlear Implants; D003071:Cognition / Q000502:physiology; D003638:Deafness / Q000175:diagnosis / Q000601:surgery*; D056228:Feedback, Sensory / Q000502:physiology*; D005260:Female; D006801:Humans; D007557:Israel; D007858:Learning / Q000502:physiology*; D008297:Male; D008570:Memory, Short-Term / Q000502:physiology*; D012016:Reference Values; D018570:Risk Assessment; D013067:Speech Perception / Q000502:physiology*; D055815:Young Adult