Pub Date : 2020-06-08DOI: 10.1093/oxfordhb/9780190054045.013.15
K. Crowe, L. Cupples
A sizable proportion of deaf and hard-of-hearing (DHH) people are multilingual, either through use of language that involves more than one modality (i.e., signing and speaking/listening) or the use of two or more languages within the same modality. There is a constantly evolving body of research that describes cognitive differences between monolinguals and multilinguals, the majority of which examines people without hearing loss who use more than one spoken language. Much less attention has been paid to cognitive differences associated with multilingualism in people who are DHH and people who use signed languages. This chapter briefly summarizes research describing differences in cognition between monolingual and multilingual oral language users without hearing loss, and then focuses on research comparing bimodal bilinguals (both DHH and hearing) with monolinguals and/or spoken-language multilinguals. Areas of cognition that are discussed include language processing, inhibition and selective attention, task switching, and working memory. In general, findings were inconclusive or inconsistent regarding a bilingual advantage or disadvantage in cognitive processes for bimodal bilinguals. However, the evidence base was limited and further research is essential if stronger conclusions are to be drawn.
{"title":"Bilingual Cognitive Advantages in Multilingual and Multimodal Deaf and Hard-of-Hearing Children and Adults","authors":"K. Crowe, L. Cupples","doi":"10.1093/oxfordhb/9780190054045.013.15","DOIUrl":"https://doi.org/10.1093/oxfordhb/9780190054045.013.15","url":null,"abstract":"A sizable proportion of deaf and hard-of-hearing (DHH) people are multilingual, either through use of language that involves more than one modality (i.e., signing and speaking/listening) or the use of two or more languages within the same modality. There is a constantly evolving body of research that describes cognitive differences between monolinguals and multilinguals, the majority of which examines people without hearing loss who use more than one spoken language. Much less attention has been paid to cognitive differences associated with multilingualism in people who are DHH and people who use signed languages. This chapter briefly summarizes research describing differences in cognition between monolingual and multilingual oral language users without hearing loss, and then focuses on research comparing bimodal bilinguals (both DHH and hearing) with monolinguals and/or spoken-language multilinguals. Areas of cognition that are discussed include language processing, inhibition and selective attention, task switching, and working memory. In general, findings were inconclusive or inconsistent regarding a bilingual advantage or disadvantage in cognitive processes for bimodal bilinguals. However, the evidence base was limited and further research is essential if stronger conclusions are to be drawn.","PeriodicalId":286994,"journal":{"name":"The Oxford Handbook of Deaf Studies in Learning and Cognition","volume":"1 1","pages":"0"},"PeriodicalIF":0.0,"publicationDate":"2020-06-08","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"126407408","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":0,"RegionCategory":"","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}
Pub Date : 2020-06-08DOI: 10.1093/oxfordhb/9780190054045.013.24
Stacey L. Tucci, Susan R. Easterbrooks
Recent research on theory of mind (ToM) provides insights into challenges to learning and cognition in both children and adults. This chapter reviews the literature on ToM in general, focusing on the areas of difference from the viewpoint of ToM as a way to understand the challenges to learning and cognition in deaf and hard-of-hearing learners. Deaf and hard-of-hearing people demonstrate similar abilities to those with typical hearing across several cognitive tasks, including, but not limited to, imagination, creativity, and long-term memory. Differences exist, however, in the domains of visual-spatial processing, short-term memory, and executive functioning. These similarities and differences have implications for learning and cognitive development as they interact with ToM concepts. Concepts explored include, but are not limited to, language, affect, social experiences, the role of the family and the environment, learning, and reading.
{"title":"Theory of Mind","authors":"Stacey L. Tucci, Susan R. Easterbrooks","doi":"10.1093/oxfordhb/9780190054045.013.24","DOIUrl":"https://doi.org/10.1093/oxfordhb/9780190054045.013.24","url":null,"abstract":"Recent research on theory of mind (ToM) provides insights into challenges to learning and cognition in both children and adults. This chapter reviews the literature on ToM in general, focusing on the areas of difference from the viewpoint of ToM as a way to understand the challenges to learning and cognition in deaf and hard-of-hearing learners. Deaf and hard-of-hearing people demonstrate similar abilities to those with typical hearing across several cognitive tasks, including, but not limited to, imagination, creativity, and long-term memory. Differences exist, however, in the domains of visual-spatial processing, short-term memory, and executive functioning. These similarities and differences have implications for learning and cognitive development as they interact with ToM concepts. Concepts explored include, but are not limited to, language, affect, social experiences, the role of the family and the environment, learning, and reading.","PeriodicalId":286994,"journal":{"name":"The Oxford Handbook of Deaf Studies in Learning and Cognition","volume":"5 1","pages":"0"},"PeriodicalIF":0.0,"publicationDate":"2020-06-08","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"130253216","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":0,"RegionCategory":"","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}
Pub Date : 2020-06-08DOI: 10.1093/oxfordhb/9780190054045.013.16
D. Houston, Chi-hsin Chen, Claire D. Monroy, Irina Castellanos
It is generally assumed that deaf and hard-of-hearing children’s difficulties in learning novel words stem entirely from impaired speech perception. Degraded speech perception makes words more confusable, and correctly recognizing words clearly plays an important role in word learning. However, recent findings suggest that early auditory experience may affect other factors involved in linking the sound patterns of words to their referents. This chapter reviews those findings and discusses possible factors that may be affected by early auditory experience and, in turn, also affect the ability to learn word-referent associations. These factors include forming representations for the sound patterns of words, encoding phonological information into memory, sensory integration, and quality of language input. Overall, we learn that in order to understand and to help mitigate the difficulties deaf and hard-of-hearing children face in learning spoken words after cochlear implantation, we must look well beyond speech perception.
{"title":"How Early Auditory Experience Affects Children’s Ability to Learn Spoken Words","authors":"D. Houston, Chi-hsin Chen, Claire D. Monroy, Irina Castellanos","doi":"10.1093/oxfordhb/9780190054045.013.16","DOIUrl":"https://doi.org/10.1093/oxfordhb/9780190054045.013.16","url":null,"abstract":"It is generally assumed that deaf and hard-of-hearing children’s difficulties in learning novel words stem entirely from impaired speech perception. Degraded speech perception makes words more confusable, and correctly recognizing words clearly plays an important role in word learning. However, recent findings suggest that early auditory experience may affect other factors involved in linking the sound patterns of words to their referents. This chapter reviews those findings and discusses possible factors that may be affected by early auditory experience and, in turn, also affect the ability to learn word-referent associations. These factors include forming representations for the sound patterns of words, encoding phonological information into memory, sensory integration, and quality of language input. Overall, we learn that in order to understand and to help mitigate the difficulties deaf and hard-of-hearing children face in learning spoken words after cochlear implantation, we must look well beyond speech perception.","PeriodicalId":286994,"journal":{"name":"The Oxford Handbook of Deaf Studies in Learning and Cognition","volume":"1 1","pages":"0"},"PeriodicalIF":0.0,"publicationDate":"2020-06-08","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"129070355","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":0,"RegionCategory":"","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}
Pub Date : 2020-06-08DOI: 10.1093/oxfordhb/9780190054045.013.30
D. Morere
This chapter discusses the interactions among executive function (EF), memory, and literacy skills. Research with hearing populations has suggested a relationship between EF and academic achievement, and there has been particular interest in its relationship with reading. While the majority of research on memory and reading has focused on working memory (WM), there appears to be a broader relationship between memory and reading than just that involving WM. This chapter presents and reviews the general literature and the research with deaf learners on the relationships among EF, memory, and reading and writing. It also presents research with deaf college students that demonstrates the relationships between reading and writing tasks and measures of memory and EF. A general discussion of the integration of EF and memory and their effects on reading and writing skills of individuals who are deaf is presented.
{"title":"Executive Function, Memory, and Literacy in Deaf Learners","authors":"D. Morere","doi":"10.1093/oxfordhb/9780190054045.013.30","DOIUrl":"https://doi.org/10.1093/oxfordhb/9780190054045.013.30","url":null,"abstract":"This chapter discusses the interactions among executive function (EF), memory, and literacy skills. Research with hearing populations has suggested a relationship between EF and academic achievement, and there has been particular interest in its relationship with reading. While the majority of research on memory and reading has focused on working memory (WM), there appears to be a broader relationship between memory and reading than just that involving WM. This chapter presents and reviews the general literature and the research with deaf learners on the relationships among EF, memory, and reading and writing. It also presents research with deaf college students that demonstrates the relationships between reading and writing tasks and measures of memory and EF. A general discussion of the integration of EF and memory and their effects on reading and writing skills of individuals who are deaf is presented.","PeriodicalId":286994,"journal":{"name":"The Oxford Handbook of Deaf Studies in Learning and Cognition","volume":"40 1","pages":"0"},"PeriodicalIF":0.0,"publicationDate":"2020-06-08","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"127174313","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":0,"RegionCategory":"","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}
Pub Date : 2020-06-08DOI: 10.1093/oxfordhb/9780190054045.013.5
E. Lund
Word learning and vocabulary knowledge, although related, represent distinct constructs. The process by which a child learns new words will affect both the quantity of words learned and the quality of word representations in a child’s lexicon. Children with normal hearing experience predictable patterns of learning via the processes of triggering, configuration, and engagement. Children with hearing loss may experience, for various reasons, disruptions at all three levels. Those difficulties with the process of word learning may then lead to delays and differences in vocabulary knowledge, with cascading effects on other linguistic and academic skill development. Cultivating an understanding of how hearing loss affects not only vocabulary outcomes but also word-learning processes in children with hearing loss may provide avenues for future educational interventions that interrupt the adverse consequences of poor lexical knowledge. This chapter addresses the process of spoken word learning in children with normal hearing and the ways in which hearing loss affects this the subprocesses of triggering, configuration and engagement. The consequences of word-learning differences on other later-developing skills, such as phonological awareness, are discussed.
{"title":"Triggering, Configuration, and Engagement","authors":"E. Lund","doi":"10.1093/oxfordhb/9780190054045.013.5","DOIUrl":"https://doi.org/10.1093/oxfordhb/9780190054045.013.5","url":null,"abstract":"Word learning and vocabulary knowledge, although related, represent distinct constructs. The process by which a child learns new words will affect both the quantity of words learned and the quality of word representations in a child’s lexicon. Children with normal hearing experience predictable patterns of learning via the processes of triggering, configuration, and engagement. Children with hearing loss may experience, for various reasons, disruptions at all three levels. Those difficulties with the process of word learning may then lead to delays and differences in vocabulary knowledge, with cascading effects on other linguistic and academic skill development. Cultivating an understanding of how hearing loss affects not only vocabulary outcomes but also word-learning processes in children with hearing loss may provide avenues for future educational interventions that interrupt the adverse consequences of poor lexical knowledge. This chapter addresses the process of spoken word learning in children with normal hearing and the ways in which hearing loss affects this the subprocesses of triggering, configuration and engagement. The consequences of word-learning differences on other later-developing skills, such as phonological awareness, are discussed.","PeriodicalId":286994,"journal":{"name":"The Oxford Handbook of Deaf Studies in Learning and Cognition","volume":"43 6","pages":"0"},"PeriodicalIF":0.0,"publicationDate":"2020-06-08","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"120850820","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":0,"RegionCategory":"","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}
Pub Date : 2020-06-08DOI: 10.1093/oxfordhb/9780190054045.013.22
Karen L. Kritzer, Chad E. Smith
A changing perspective on education for deaf and hard-of-hearing (DHH) students in the 21st century must incorporate a focus on digital literacy and computational thinking. Digital literacy refers to the skills required to digitally work with information (i.e., communicate, disseminate, create, manage), to use Internet-based tools (i.e., web browsers, Internet search engines, email), and to present information clearly (e.g., using spreadsheets). Computational thinking refers to problem-solving using cognitive processes like representing and organizing data, working with algorithms, analyzing information, and generalizing solutions that can be applied to multiple areas of learning. In an era when many hearing digital natives use digital tools for complex activities at school and home, there is a noticeable void of similar behaviors by DHH students. This chapter explores issues surrounding the need for a changed perspective for the 21st century and a rationale for including digital literacy and computational thinking in deaf education classrooms.
{"title":"Changing Perspectives for the 21st Century","authors":"Karen L. Kritzer, Chad E. Smith","doi":"10.1093/oxfordhb/9780190054045.013.22","DOIUrl":"https://doi.org/10.1093/oxfordhb/9780190054045.013.22","url":null,"abstract":"A changing perspective on education for deaf and hard-of-hearing (DHH) students in the 21st century must incorporate a focus on digital literacy and computational thinking. Digital literacy refers to the skills required to digitally work with information (i.e., communicate, disseminate, create, manage), to use Internet-based tools (i.e., web browsers, Internet search engines, email), and to present information clearly (e.g., using spreadsheets). Computational thinking refers to problem-solving using cognitive processes like representing and organizing data, working with algorithms, analyzing information, and generalizing solutions that can be applied to multiple areas of learning. In an era when many hearing digital natives use digital tools for complex activities at school and home, there is a noticeable void of similar behaviors by DHH students. This chapter explores issues surrounding the need for a changed perspective for the 21st century and a rationale for including digital literacy and computational thinking in deaf education classrooms.","PeriodicalId":286994,"journal":{"name":"The Oxford Handbook of Deaf Studies in Learning and Cognition","volume":"152 1","pages":"0"},"PeriodicalIF":0.0,"publicationDate":"2020-06-08","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"132602785","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":0,"RegionCategory":"","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}
Pub Date : 2020-06-08DOI: 10.1093/oxfordhb/9780190054045.013.18
B. Arfé, A. Fastelli
Recent improvements in cochlear implants (CIs) and hearing aid technology are providing deaf children better access to sounds, yet many children with CIs and digital hearing aids continue to experience significant difficulties in verbal language learning, reading, and writing. It has been shown that explicit and intentional memory processes, like verbal rehearsal or semantic organizational strategies, can explain the language and literacy outcomes of CI and hearing aid users. More recently, however, researchers have suggested also an involvement of implicit memory, and particularly implicit sequence learning (SL), in the language and literacy delay of these children. This chapter reviews and discusses studies bringing evidence of the involvement of inefficient explicit memory processes and implicit SL in the language and literacy development of children with CIs. It is argued that the interaction between explicit and implicit memory processes (verbal rehearsal and implicit SL) can better account for CI users’ problems with language and literacy acquisition.
{"title":"The Influence of Explicit and Implicit Memory Processes on the Spoken–Written Language Learning of Children with Cochlear Implants","authors":"B. Arfé, A. Fastelli","doi":"10.1093/oxfordhb/9780190054045.013.18","DOIUrl":"https://doi.org/10.1093/oxfordhb/9780190054045.013.18","url":null,"abstract":"Recent improvements in cochlear implants (CIs) and hearing aid technology are providing deaf children better access to sounds, yet many children with CIs and digital hearing aids continue to experience significant difficulties in verbal language learning, reading, and writing. It has been shown that explicit and intentional memory processes, like verbal rehearsal or semantic organizational strategies, can explain the language and literacy outcomes of CI and hearing aid users. More recently, however, researchers have suggested also an involvement of implicit memory, and particularly implicit sequence learning (SL), in the language and literacy delay of these children. This chapter reviews and discusses studies bringing evidence of the involvement of inefficient explicit memory processes and implicit SL in the language and literacy development of children with CIs. It is argued that the interaction between explicit and implicit memory processes (verbal rehearsal and implicit SL) can better account for CI users’ problems with language and literacy acquisition.","PeriodicalId":286994,"journal":{"name":"The Oxford Handbook of Deaf Studies in Learning and Cognition","volume":"23 1","pages":"0"},"PeriodicalIF":0.0,"publicationDate":"2020-06-08","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"128305865","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":0,"RegionCategory":"","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}
Pub Date : 2020-06-08DOI: 10.1093/oxfordhb/9780190054045.013.13
C. Peterson
Conversation in a shared language (spoken or signed) is not only a pleasurable social activity but also a fundamental building block for the growth of social cognition, including theory of mind (ToM). Participating in informal conversations at home and at school fosters cognitive development of ToM, which, in turn, fosters reciprocated friendship, peer-group popularity, leadership, and social skills, while protecting against loneliness and social isolation. These interconnections between ToM and conversation are explored with a special focus on deaf children, a population of key theoretical significance for the understanding of ToM development generally. Timely ToM growth is linked with (a) having access from birth to a language (spoken or signed) that all family members can fluently share, (b) frequent family discussions of cognitive mental states, (c) school-based access to varied peer and adult conversational partners, and (d) children’s own eagerness to participate in conversations exposing them to different mental viewpoints.
{"title":"Theory of Mind and Conversation in Deaf and Hearing Children","authors":"C. Peterson","doi":"10.1093/oxfordhb/9780190054045.013.13","DOIUrl":"https://doi.org/10.1093/oxfordhb/9780190054045.013.13","url":null,"abstract":"Conversation in a shared language (spoken or signed) is not only a pleasurable social activity but also a fundamental building block for the growth of social cognition, including theory of mind (ToM). Participating in informal conversations at home and at school fosters cognitive development of ToM, which, in turn, fosters reciprocated friendship, peer-group popularity, leadership, and social skills, while protecting against loneliness and social isolation. These interconnections between ToM and conversation are explored with a special focus on deaf children, a population of key theoretical significance for the understanding of ToM development generally. Timely ToM growth is linked with (a) having access from birth to a language (spoken or signed) that all family members can fluently share, (b) frequent family discussions of cognitive mental states, (c) school-based access to varied peer and adult conversational partners, and (d) children’s own eagerness to participate in conversations exposing them to different mental viewpoints.","PeriodicalId":286994,"journal":{"name":"The Oxford Handbook of Deaf Studies in Learning and Cognition","volume":"204 1","pages":"0"},"PeriodicalIF":0.0,"publicationDate":"2020-06-08","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"116149199","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":0,"RegionCategory":"","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}
Pub Date : 2020-06-08DOI: 10.1093/oxfordhb/9780190054045.013.28
M. Marschark, H. Knoors
The intersection of cognitive psychology, developmental psychology, and neuroscience with regard to deaf and hard-of-hearing (DHH) individuals recently has received increasing attention from academic and educational audiences. Research and pedagogy associated with this nexus have focused largely on questions about whether DHH children learn in the same ways as hearing children, how signed languages and spoken languages might affect different aspects of cognition and cognitive development, and ways in which hearing loss influences the way that the brain processes and retains information. Frequently overlooked are interactions among various developmental and cognitive factors, as well as ways in which they are influenced by various individual, family, and environmental factors. This chapter addresses several areas of research on cognition and learning among DHH individuals, identifying gaps in our knowledge, illuminating some faulty assumptions, and pointing out broader implications of similarities and differences in DHH and hearing individuals of theoretical and practical interest.
{"title":"Deaf Studies in Learning and Cognition","authors":"M. Marschark, H. Knoors","doi":"10.1093/oxfordhb/9780190054045.013.28","DOIUrl":"https://doi.org/10.1093/oxfordhb/9780190054045.013.28","url":null,"abstract":"The intersection of cognitive psychology, developmental psychology, and neuroscience with regard to deaf and hard-of-hearing (DHH) individuals recently has received increasing attention from academic and educational audiences. Research and pedagogy associated with this nexus have focused largely on questions about whether DHH children learn in the same ways as hearing children, how signed languages and spoken languages might affect different aspects of cognition and cognitive development, and ways in which hearing loss influences the way that the brain processes and retains information. Frequently overlooked are interactions among various developmental and cognitive factors, as well as ways in which they are influenced by various individual, family, and environmental factors. This chapter addresses several areas of research on cognition and learning among DHH individuals, identifying gaps in our knowledge, illuminating some faulty assumptions, and pointing out broader implications of similarities and differences in DHH and hearing individuals of theoretical and practical interest.","PeriodicalId":286994,"journal":{"name":"The Oxford Handbook of Deaf Studies in Learning and Cognition","volume":"47 1","pages":"0"},"PeriodicalIF":0.0,"publicationDate":"2020-06-08","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"116977384","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":0,"RegionCategory":"","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}
Pub Date : 2020-06-08DOI: 10.1093/oxfordhb/9780190054045.013.7
L. Edwards, Peter K. Isquith
The impact of cochlear implants (CIs) on the development of speech and language skills in deaf children is very well documented. The influence of CIs on the development of other cognitive abilities has been much less well researched and the findings are more variable. This chapter first briefly considers the evidence for changes in overall intellectual ability as demonstrated by global measures of IQ. This is followed by discussion of the evidence on the impact of CIs on the specific cognitive functions of attention, memory, and reasoning, each in terms of both verbal and visual/nonverbal processing. Evidence regarding the behavioral manifestations of these cognitive processes is also reviewed, all from preschool age through to college-age individuals. Finally, the implications for assessment of, and intervention for, differences in cognitive development as a result of cochlear implantation are briefly considered.
{"title":"Cognitive Development","authors":"L. Edwards, Peter K. Isquith","doi":"10.1093/oxfordhb/9780190054045.013.7","DOIUrl":"https://doi.org/10.1093/oxfordhb/9780190054045.013.7","url":null,"abstract":"The impact of cochlear implants (CIs) on the development of speech and language skills in deaf children is very well documented. The influence of CIs on the development of other cognitive abilities has been much less well researched and the findings are more variable. This chapter first briefly considers the evidence for changes in overall intellectual ability as demonstrated by global measures of IQ. This is followed by discussion of the evidence on the impact of CIs on the specific cognitive functions of attention, memory, and reasoning, each in terms of both verbal and visual/nonverbal processing. Evidence regarding the behavioral manifestations of these cognitive processes is also reviewed, all from preschool age through to college-age individuals. Finally, the implications for assessment of, and intervention for, differences in cognitive development as a result of cochlear implantation are briefly considered.","PeriodicalId":286994,"journal":{"name":"The Oxford Handbook of Deaf Studies in Learning and Cognition","volume":"101 1","pages":"0"},"PeriodicalIF":0.0,"publicationDate":"2020-06-08","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"116916847","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":0,"RegionCategory":"","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}
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