Cognitive status, lexical learning and memory in deaf adults. using sign language

Transcription

1 Audiol. 2013;22(2): Research Article Cognitive status, lexical learning and memory in deaf adults Zahra Jafari 1,2, Asma Rezaei 3 using sign language 1 - Department of Basic Sciences in Rehabilitation, School of Rehabilitation, Tehran University of Medical Sciences, Iran 2 - Rehabilitation Research Center, School of Rehabilitation, Tehran University of Medical Sciences, Iran 3 - Department of Audiology, School of Rehabilitation, Tehran University of Medical Sciences, Iran Received: 2 March 2012, accepted: 8 September 2012 Abstract Background and Aim: Learning and memory are two high level cognitive performances in human that hearing loss influences them. In our study, mini-mental state examination (MMSE) and Ray auditory-verbal learning test (RAVLT) was conducted to study cognitive status and lexical learning and memory in deaf adults using sign language. Methods: This cross-sectional comparative study was conducted on 30 available congenitally deaf adults using sign language in Persian and 46 normal adults aged 19 to 27 years for both sexes, with a minimum of diploma level of education. After mini-mental state examination, Rey auditory-verbal learning test was run through computers to evaluate lexical learning and memory with visual presentation. Results: Mean scores of mini-mental state examination and Rey auditory-verbal learning test in congenitally deaf adults were significantly lower than normal individuals in all scores (p=0.018) except in the two parts of the Rey test. Significant correlation was found between results of two tests just in the normal group (p=0.043). Gender had no effect on test results. Conclusion: Cognitive status and lexical memory and learning in congenitally deaf individuals is weaker than in normal subjects. It seems that using sign language as the main way of communication in deaf people causes poor lexical memory and learning. Keywords: Cognitive status, learning, memory, congenital deaf, Ray auditory-verbal learning test, sign language Corresponding author: Department of Basic Sciences in Rehabilitation, School of Rehabilitation, Tehran University of Medical Sciences, Nezam Alley, Shahid Shahnazari St., Madar Square, Mirdamad Blvd., Tehran, , Iran. Tel: , z_jafari@tums.ac.ir

2 : :. 27. :.(p=0/018)..(p=0/043). :. : (91/6/18 : 90/12/12 : ) (2000) Kandel..(2) (Minimental state examination: MMSE).(1)..(2).(3) : z_jafari@tums.ac.ir : :

3 75. ( ).(9 8) (2009) Roder Hotting.(10). (1999) Rettenbach.(11).(13 12). (1999) Dobkins Bosworth (cued (free recall).(12) recall) 1975.(4) MMSE..(5). ( ) (Ray Auditory-Verbal - Hapkinz Learning Test: RAVLT) -.(6 3) 1960 Andre Ray (3) (7) 15 ( 15 ) ( ). ( ) ( ) ) (.(4 3).(3)

4 α=0/78.(4) 84.. RAVLT 73 α=0/ /5.(7 6) 15 (1 15 (2 ( :..... MMSE RAVLT MMSE

5 77.(p=0/0001) 1/16 1 RAVLT RAVLT 1.(p<0/018) MMSE. MMSE MMSE..(2 ) (p<0/05) MMSE (p>0/265) RAVLT. (p>0/202) MMSE. RAVLT......( ) 20.( ) ( 50 ) t MMSE. RAVLT SPSS.. α=0 /05 17 (%66/7) 20 (%33/3) 10 22/ /20. (%60) 18 (%40) (%67/4) 31 (%32/6) 15 21/ /56. MMSE 29/26 2/57 26/62

6 78 1 RAVLT (13) (11). p 0/119 0/000 0/000 0/000 0/000 0/000 0/003 0/017 0/018 0/196 ( ) (n=46) 8/04 (2/04) 10/93 (2/24) 12/33 (1/92) 13/13 (1/58) 13/48 (1/53) 11/63 (1/48) 7/54 (2/51) 11/98 (2/0) 12/50 (2/21) 14/33 (0/87) (3) (n=30) 7/23 (2/40) 8/30 (1/91) 10/47 (2/04) 11/03 (1/97) 11/67 (2/07) 9/7 (3/02) 5/83 (2/16) 10/83 (2/0) 11/23 (2/20) 14/0 (1/31) MMSE Dean. MMSE 2009 (5) MMSE...(5) (2009) Dean

7 79. (verbal sequential processing tasks).(14) (cued speech). 1.(13) (1985) Clark..(13) RAVLT.

8 " ".(7 6 3) p 0/04 0/006 0/043 0/135 0/068 0/304 0/40 0/302 0/224 0/655. RAVLT. RAVLT MMSE p 0/921 0/989 0/784 0/577 0/650-0/023 0/003 0/064-0/129 0/105.(13) MMSE RAVLT MMSE. RAVLT MMSE.. RAVLT.(7 3) MMSE.(7 6 4) MMSE 5 MMSE MMSE MMSE MMSE. RAVLT

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