Kristina Burum (ESR 9)


Abstract (pdf)



Poster (pdf)

ESR9_WS2_Poster


Click on the image to join the Live on December 13, from 12:30 to 14:30. You can also leave a comment at the bottom of the page or send an email to Kristina: kristina.burum@isp.uio.no

NB: Kristina will be absent from the poster room from 14:15 in order to meet with the Work Package leader!


Leave a comment! Kristina is particularly interested in getting your feedback on the methods. What do you think she should look out when finalizing the research design, especially with regards to examining the relationship between AVT and the three variables (theory of mind, cognitive and language skills)?

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Aïda Regel Poulsen
5 months ago

thank you for this presentation.
Can you elaborate for me on the lack of evidence on the AVT approach?
2nd: do you think there could be a transfer from your findings in Usher children with CI to the overall larger group of children with HL and treated with CI?
and 3rd: how were the children in this project met with ToM from the adults and those who tested?

k
Kristina Burum
5 months ago

Hi,
thank you for your questions!
1.The systematic reviews (Brennan-Jones et al., 2014; Kaipa & Danser, 2016) that looked into the efficacy of the AVT report that some studies show a positive impact of AVT on speech and language in children with hearing loss. However, they suggest it is difficult to draw conclusions about the effectiveness due to the lack of well-controlled studies.
2.Participants of this study will be children with Usher syndrome with CIs and children with hearing loss with CIs so we will have data from both groups. It is hard to talk about generalizing the findings due to a rather small sample size – we expect to have 20-30 children with hearing loss with CIs and just a few cases when it comes to children with Usher syndrome with CIs.
3.I am not quite sure I understand this question, but if you clarify it I will be more than happy to try to answer it.

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Aïda Regel Poulsen
5 months ago
Reply to  Kristina Burum

thanks for your reply, Kristina.

About my 3rd question it seems that ToM must be learned during interaction and not ‘just taught’ and expected from child by adult.
Hope to manage to visit your poster tomorrow.

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Cécile Colin
5 months ago

Hello Kristina
I’m soryy I didn’t get the time to visit your poster this afternnon. I was very interested in your study. You state that deaf children from deaf parents are as good as in theory of mind than hearing children form hearing parents but that deaf children from hearing parents are less good. Do you have some references to share ? All the best

k
Kristina Burum
5 months ago
Reply to  Cécile Colin

Hi Cécile,

thank you for your interest and your question. Here are some studies that have found the ToM delay in children with CIs who use spoken language:

Sundqvist, A., Lyxell, B., Jonsson, R., Heimann, M. (2014). Understanding minds: Early cochlear implantation and the development of theory of mind in children with profound hearing impairment. International Journal of Pediatric Otorhinolaryngology 78, 538-544.

Liu, M., Wu, L., Wu, W., Li, G., Cai, T., Liu, J. (2018) The relationships among verbal ability, executive function, and theory of mind in young children with cochlear implants. International Journal of Audiology 57, 881–8.

Yu, C-L., Stanzione, C.M., Wellman, H.M., Lederberg, A.R. (2021). Theory of-mind development in young deaf children with early hearing provisions. Psychological Science 32, 109–19.

Here is the literature review on this topic:

Krysztofiak, M., Pluta, & A. (2021). THEORY OF MIND DEVELOPMENT IN DEAF CHILDREN WITH COCHLEAR IMPLANTS: LITERATURE REVIEW. Journal of Hearing Science 11(2), 9-18.

Best wishes

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