Differences in iq and Memory of Monolingual/Bilingual Children who Suffered a tbi

Delayed Memory 
There was a significant main effect for age on delayed memory. It appears that 
age plays a significant role in contributing to the variance of delayed memory. Moreover, 
a significant interaction was present between delayed memory at Time 1 (3 month) and 
age. In general, monolingual/bilinguals have a significantly lower delayed verbal memory 
at Time 1 compared to their delayed nonverbal memory at time 1. It appears that 
younger children (specifically ages 5 and 6) do not have as many difficulties with verbal 
and nonverbal immediate memory at either time point of evaluation. However, the older 
the child is when the TBI occurs, the more difficulty they have with their delayed 
memory. Also, delayed verbal memory appears to be more significantly impacted 
compared to nonverbal memory at the 3 month time point. Moreover, it is important to 
note that in this study only two of the participants were aged 5 and 6. As such it may be 
that this sample size of 2 may have simply had higher scores due to better baseline 
functioning before the TBI (which this study cannot assess for). However, while the 
majority of the literature states that more deficits and longer term consequences occur in 
younger children ages 2-6 after suffering a moderate TBI (Babikian and Asarnow, 2009), 
other literature states that younger children do not appear to have more global deficits 
when compared to older children (Taylor et al., 2008). A difference in Taylor et al.’s 
(2008) study is that the children were all younger (aged 3-6) while a majority of other 
studies including those reviewed in Babikian and Asarnow’s (2009) meta analytic review 
used children of all ages in their studies. Taylor et al. (2008) also only assessed the 
children at 3 months after injury while other studies such as that by Ewing-Cobbs et al. 
(2004) looked at longitudinal assessment points over many years. In the current study, 

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however, it was also found that younger children did not appear to have significant 
deficits compared to older children.
A significant interaction was also present between delayed memory at Time 1 and 
delayed memory at Time 2. This indicates that as a group monolinguals/bilinguals’ 
delayed verbal memory scores and delayed nonverbal memory scores at Time 1 (3 
month) were significantly lower than their delayed verbal memory scores and delayed 
nonverbal memory scores at Time 2 (12 month). At Time 1 there appears to be a very 
small discrepancy between verbal and nonverbal memory compared to the much larger 
discrepancy apparent at Time 2 between verbal and nonverbal memory. Again there 
appears to be much more recovery with nonverbal memory than verbal memory across 
the two time points for both groups.