Hostname: page-component-8448b6f56d-c47g7 Total loading time: 0 Render date: 2024-04-23T16:10:12.260Z Has data issue: false hasContentIssue false
  • English
  • Français

Verbal learning and memory following pediatric closed-head injury

Published online by Cambridge University Press:  26 February 2009

Keith Owen Yeates ,
Elliot Blumenstein ,
Carolyn M. Patterson  and
Dean C. Delis
Keith Owen Yeates
Affiliation:
Department of Pediatrics, The Ohio State University, Columbus, OH 43205 Children's Hospital, Columbus, OH 43205
Elliot Blumenstein
Affiliation:
Department of Pediatrics, The Ohio State University, Columbus, OH 43205 Children's Hospital, Columbus, OH 43205
Carolyn M. Patterson
Affiliation:
Department of Pediatrics, University of Arkansas for Medical Sciences, Little Rock, AR 72202
Dean C. Delis
Affiliation:
Department of Psychiatry, University of San Diego, San Diego, CA 92093 Veterans Administration Medical Center, San Diego, CA 92161
Get access Rights & Permissions [Opens in a new window]

Abstract

In this study, verbal learning and memory following pediatric closed-head injuries (CHI) using the children's version of the California Verbal Learning Test (CVLT). Participants included 47 children, ages 5–16 yr, with a history of CHI, and 47 matched, noninjured controls. Children with CHI performed more poorly than controls on the CVLT, although their deficits varied qualitatively as a function of injury severity. Those with mild/moderate injuries performed as well as controls on learning trials, but they recalled proportionally fewer words after a delay (although their recognition was intact). Severely injured children demonstrated deficits in learning, delayed recall, and recognition, compared to controls. The groups did not differ in learning characteristics, but children with severe CHI exhibited more intrusions than controls. Pediatric CHI are associated with specific disturbances in verbal learning and memory similar to those of adults with CHI but different from those of children with other developmental and neurological disorders. JINS, 1995, I, 78–87.)

Keywords

Closed-head injuryPediatricMemory
Type
Research Articles
Information
Journal of the International Neuropsychological Society , Volume 1 , Issue 1 , January 1995 , pp. 78 - 87
Copyright
Copyright © The International Neuropsychological Society 1995

Access options

Get access to the full version of this content by using one of the access options below. (Log in options will check for institutional or personal access. Content may require purchase if you do not have access.)

References

Aiken, L.S. & West, S.G. (1991). Multiple regression: Testing and interpreting interactions. Newbury Park, CT: Sage Publications.Google Scholar
Boyd, T.A. (1988). Clinical assessment of memory in children: A developmental framework for practice. In Tramontana, M.G. & Hooper, S.R. (Eds.), Assessment issues in child neuropsychology (pp. 177–204). New York: Plenum.CrossRefGoogle Scholar
Brown, A.L. (1975). The development of memory: Knowing, knowing about knowing, and knowing how to know. In Reese, H.W. (Ed.), Advances in child development and behavior (Vol. 10, pp. 103–152). New York: Academic Press.Google Scholar
Cohen, S.B., Joyce, C.M., Rhoades, K.W., & Welks, D.M. (1985). Educational programming for head injured students. In Ylvisaker, M. (Ed.), Head injury rehabilitation: Children and adolescents (pp. 383–410). San Diego: College-Hill Press.Google Scholar
Crosson, B., Novack, T.A., Trenerry, M.R., & Craig, P.L. (1988). California Verbal Learning Test (CVLT) performance in severely head-injured and neurologically normal adults males. Journal of Clinical and Experimental Neuropsychology, 10, 754–768.CrossRefGoogle Scholar
Crosson, B., Novack, T.A., Trenerry, M.R., & Craig, P.L. (1989). Differentiation of verbal memory deficits in blunt head injury using the recognition trial of the California Verbal Learning Test: An exploratory study. The Clinical Neuropsychologist, 3, 29–44.CrossRefGoogle Scholar
Dalby, P.R. & Obrzut, J.E. (1991). Epidemiologic characteristics and sequelae of closed head-injured children and adolescents: A review. Developmental Neuropsychology, 7,35–68.CrossRefGoogle Scholar
Delis, D.C., Freeland, J., Kramer, J.H. & Kaplan, E. (1988). Integrating clinical assessment with cognitive neuroscience: Construct validation of the California Verbal Learning Test. Journal of Consulting and Clinical Psychology, 56, 123–130.CrossRefGoogle ScholarPubMed
Delis, D.C., Kramer, J.H., Kaplan, E., & Ober, B.A. (1994). Manual for The California Verbal Learning Test for Children. New York: Psychological Corporation.Google Scholar
Delis, D.C., Massman, P.J., Butters, N., Salmon, D.P., Cermak, L.S., & Kramer, J.H. (1991). Profiles of demented and amnesic patients on the California Verbal Learning Test: Implications for the assessment of memory disorders. Psychological Assessment: A Journal of Consulting and Clinical Psychology, 3, 19–26.CrossRefGoogle Scholar
Dennis, M. (1988). Language and the young damaged brain. In Boll, T. & Bryant, B.K. (Eds.), Clinical neuropsychology and brain function: Research, measurement, and practice (pp. 85–124). Washington: American Psychological Association.Google Scholar
Ewing-Cobbs, L., Levin, H.S., Eisenberg, H.M., & Fletcher, J.M. (1987). Language functions following closed-head injury in children and adolescents. Journal of Clinical and Experimental Neuropsychology, 9, 575–592.CrossRefGoogle ScholarPubMed
Fay, G.C., Jaffe, K.M., Polissar, N.L., Liao, S., Martin, K.M., Shurtleff, H.A., Rivara, J.B., & Winn, R. (1993). Mild pediatric traumatic brain injury: A cohort study. Archives of Physical Medicine and Rehabilitation, 74, 895–901.Google ScholarPubMed
Fletcher, J.M. & Levin, H.S. (1988). Neurobehavioral effects of brain injury in children. In Routh, D.K. (Ed.), Handbook of pediatric psychology (pp. 258–295). New York: Guilford.Google Scholar
Fletcher, J.M., Miner, M.E., & Ewing-Cobbs, L. (1987). Age and recovery from head injury in children: Developmental issues. In Levin, H.S., Grafman, J., & Eisenberg, H.M. (Eds.), Neurobehavioral recovery from head injury (pp. 279–292). New York: Oxford.Google Scholar
Fridlund, A.J. & Delis, D.C. (1994). IBM user's guide for the children's version of the California Verbal Learning Test. New York: Psychological Corporation.Google Scholar
Haut, M.W. & Shutty, M.S. (1992). Patterns of verbal learning after closed head injury. Neuropsychology, 6, 51–58.CrossRefGoogle Scholar
Jaffe, K.M., Fay, G.C., Polissar, N.L., Martin, K.M., Shurtleff, H.A., Rivara, J.B., & Winn, H.R. (1992). Severity of pediatric traumatic brain injury and early neurobehavioral outcome: A cohort study. Archives of Physical Medicine and Rehabilitation, 73, 540–547.Google ScholarPubMed
Jaffe, K.M., Fay, G.C., Polissar, N.L., Martin, K.M., Shurtleff, H.A., Rivara, J.B., & Winn, H.R. (1993). Severity of pediatric traumatic brain injury and neurobehavioral recovery at one year-A cohort study. Archives of Physical Medicine and Rehabilitation, 74, 587–595.CrossRefGoogle ScholarPubMed
Kramer, J.H., Levin, B.E., Brandt, J., & Delis, D.C. (1989). Differentiation of Alzheimer's Hnington's and Parkin son's disease patients on the basis of verbal learning characteristics. Neuropsychology, 3, 111–120.CrossRefGoogle Scholar
Levin, H.S., Culhane, K.A., Fletcher, J.M., Mendelsohn, D., Lilly, M.A., Harward, H., Chapman, S.B., Bruce, D., Bertolino-Kusnerik, L., & Eisenberg, H.M. (1994). Dissociation between delayed alternation and memory after pediatric head injury: Relationship to MRI findings. Journal of Child Neurology, 9, 81–89.CrossRefGoogle ScholarPubMed
Levin, H.S., Culhane, K.A., Mendelsohn, D., Lilly, M.A., Bruce, D., Fletcher, J.M., Chapman, S.B., Harward, H., & Eisenberg, H.M. (1993). Cognition in relation to MRI in head-injured children and adolescents. Archives of Neurology, 50, 897–905.CrossRefGoogle ScholarPubMed
Levin, H.S., Eisenberg, H.M., Wigg, N.R., & Kobayashi, K. (1982). Memory and intellectual ability after head injury in children and adolescents. Neurosurgery, 11, 668–673.CrossRefGoogle ScholarPubMed
Levin, H.S., High, W.M., Ewing-Cobbs, L., Fletcher, J.M., Eisenberg, H.M., Miner, M.E., & Goldstein, F.C. (1988). Memory functioning during the first year after closed head injury in children and adolescents. Neurosurgery, 22, 1043–1052.CrossRefGoogle ScholarPubMed
Massman, P.J., Delis, D.C., Butters, N., Dupont, R.M., & Gillin, J.C. (1992). The subcortical dysfunction hypothesis of memory deficits in depression: Neuropsychological validation in a subgroup of patients. Journal of Clinical and Experimental Neuropsychology, 14, 687–706.CrossRefGoogle Scholar
Mendelsohn, D., Levin, H.S., Bruce, D., Lilly, M., Harward, H., Culhane, K.A., & Eisenberg, H.M. (1992). Late MRI after head injury in children: Relationship to clinical features and outcome. Child's Nervous System, 8, 445–452.CrossRefGoogle ScholarPubMed
Pang, D. (1985). Pathophysiologic correlates of neurobehavioral syndromes following closed head injury. In Ylvisaker, M. (Ed.), Head injury rehabilitation: Children and adolescents (pp. 3–70). San Diego: College-Hill Press.Google Scholar
Reynolds, C.R. & Bigler, E.D. (1994). Test of Memory and Learning examiner's manual. Austin, TX: Pro-Ed.Google Scholar
Shear, P.K., Tallal, P., & Delis, D.C. (1992). Verbal learning and memory in language impaired children. Neuropsychologia, 30, 451–458.CrossRefGoogle ScholarPubMed
Sheslow, D. & Adams, W. (1990). Wide Range Assessment of Memory and Learning administration manual. Wilmington, DE: Jastak.Google Scholar
Wechsler, D. (1991). Wechsler Intelligence Scale for Children-Third Edition manual. New York: Psychological Corporation.Google Scholar
Yeates, K.O., Enrile, B., Loss, A., Blumenstein, E., & Delis, D.C. (1995). Verbal learning and memory in children with myelomeningocele. Paper presented at the annual meeting of the International Neuropsychological Society, Seattle, February.CrossRefGoogle Scholar
Yeates, K.O., Patterson, C.M., Waber, D.P., & Bernstein, J.H. (1993). Constructional and figural memory skills following pediatric closed-head injury. Paper presented at the annual meeting of the International Neuropsychological Society, Galveston, February.Google Scholar
Zola-Morgan, S. & Squire, L.R. (1993). Neuroanatomy of memory. Annual Review of Neuroscience, 16, 547–563.CrossRefGoogle ScholarPubMed