Correlates of verbal learning and memory after pediatric traumatic brain injury

Abstract

ABSTRACTThis study examined the role of injury-related variables, socioeconomic disadvantage, and preexisting conditions on verbal learning and memory in a sample of children with traumatic brain injury (TBI). We also explored the mediating effect of processing speed and working memory. One hundred children aged 7–16 years (M = 13.46, SD = 2.78) completed a neuropsychological assessment between 1–12 months post injury. Hierarchical multiple regression analyses were conducted on domains comprising the four-factor model of the California Verbal Learning Test–Children’s Version (CVLT–C). Results revealed independent associations between injury severity as well as parental education on learning efficiency and delayed recall, while injury severity alone accounted for inaccurate recall. Working memory and prior special education placement were predictive of the attention factor of the CVLT–C. Additionally, Sobel tests showed that working memory mediated the effect of prior special education on learning efficiency (Z = 2.90, p < 0.01) and delayed recall (Z = 2.82, p < 0.01). Working memory was unrelated to injury severity. No evidence for a mediating effect of processing speed was found. The findings emphasize the importance of considering the impact of socioeconomic disadvantage and pre-injury conditions in addition to injury-related factors on outcomes of TBI.