Updates on Working Memory Training in Deaf Children with Cochlear Implants

Verbal working memory delays are found in many prelingually deaf children who receive cochlear implants (CIs). Because of the central importance of working memory for language, learning, and daily functioning, these delays present a significant challenge to cognitive development and quality of life. In order to address the consequences of working memory delays in normal-hearing children, several computer-based, game-like programs have been developed with the goal of improving working memory. Research on these working memory training programs using normal-hearing samples has demonstrated improvements on measures of abilities that are similar to trained working memory tasks. The findings have been less consistent and provide less support for the generalization and transfer of this improvement to other abilities such as fluid intelligence, attention, concentration, academic skills, and behavior in daily life. In a pilot study of a working memory training program in a sample of prelingually deaf, early-implanted children and adolescents with CIs, we found an improvement after training on measures of working memory and sentence repetition. The results were less robust for measures of fluency/speed, and the magnitude of improvement (with the notable exception of sentence repetition skills) declined during the 6-month follow-up period. Theory-driven research investigating the foundational cognitive functions affected by working memory training, using larger samples and randomized controlled designs, is recommended as the next step to develop and evaluate novel working memory training interventions for children with CIs.