Working Memory in Deaf Children Is Explained by the Developmental Ease of Language Understanding (D-ELU) Model.

What it found

Each row is one number read from the abstract, on the scale the paper reported it, with its interval. Left of the dashed line favours the treatment, right favours the comparator. Under each row is the sentence it came from. New to these charts? A ten-minute tutorial.

The abstract states no effect estimate the extractor could read, or names no intervention and outcome on the map, so this paper lights no cell and moves no belief. It is still indexed, cited and linked below.

The trial behind it

Trials whose registry record cites this paper, or whose number appears in the abstract. A trial that started after this paper was published is citing it as background, not reporting it.

Neither the registry nor the abstract names a trial number. If this is a trial report, that itself is worth knowing.

Who cites it

3 citing papers in PubMed.

1. fNIRS Assessment of Speech Comprehension in Children with Normal Hearing and Children with Hearing Aids in Virtual Acoustic Environments: Pilot Data and Practical Recommendations.Children (Basel, Switzerland) · 2020
   Article
2. Cerebral volume and diffusion MRI changes in children with sensorineural hearing loss.NeuroImage. Clinical · 2020
   Article
3. Listening Comprehension and Listening Effort in the Primary School Classroom.Frontiers in psychology · 2018
   Article

Corrections and comments

• Comment on
  Deaf children's non-verbal working memory is impacted by their language experience.2015

Authors and funding

2 authors.

Funding

No grant is acknowledged in the PubMed record.

Abstract

PubMed holds no abstract for this paper.

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