The Oxford Handbook of Deaf Studies in Learning and Cognition

2020 ◽  
Keyword(s):  
Cognitive Development ◽  
Developmental Psychology ◽  
Theory And Practice ◽  
Deaf Children ◽  
Deaf Studies ◽  
Social Emotional ◽  
Art Research ◽  
Learning And Cognition ◽  
Hearing Children ◽  
International Experts

In recent years, the intersection of cognitive psychology, developmental psychology, and neuroscience regarding deaf individuals has received increasing attention from a variety of academic and educational audiences. Both research and pedagogy have addressed questions about whether deaf children learn in the same ways that hearing children learn, how signed languages and spoken languages might affect different aspects of cognition and cognitive development, and the ways in which hearing loss influences how the brain processes and retains information. There are now several preliminary answers to these questions, but there has been no single forum in which research into learning and cognition is brought together. The Oxford Handbook of Deaf Studies in Learning and Cognition aims to provide this shared forum, focusing exclusively on learning, cognition, and cognitive development from theoretical, psychological, biological, linguistic, social-emotional, and educational perspectives. Each chapter includes state-of-the-art research conducted and reviewed by international experts in the area. Drawing the research together, this volume allows synergy among ideas that possess the potential to move research, theory, and practice forward.

Deaf Studies in Learning and Cognition

2020 ◽  
pp. xviii-17
Author(s):  
Marc Marschark ◽  
Harry Knoors
Keyword(s):  
Hard Of Hearing ◽  
Developmental Psychology ◽  
Practical Interest ◽  
Cognitive Factors ◽  
Individual Family ◽  
Similarities And Differences ◽  
Cognition And Learning ◽  
Learning And Cognition ◽  
Hearing Children ◽  
The Brain

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.

The Development of Young Deaf and Hard-of-Hearing Children

2018 ◽  
Author(s):  
Evelien Dirks
Keyword(s):  
Cognitive Development ◽  
Hard Of Hearing ◽  
Social Emotional Development ◽  
Social Emotional ◽  
Parent Child Interactions ◽  
Mental State Language ◽  
Early Parent ◽  
Hearing Children ◽  
State Language ◽  
Parent Child

Early parent–child interactions influence children’s later linguistic, social-emotional, and cognitive development. Since deaf and hard-of-hearing (DHH) children are more at risk for difficulties in their development than hearing children, the caregiving environment is an important context to enhance their development. This chapter describes different aspects of parent–child interactions that are related to the development of young DHH children. Parental language input, mental state language, and sensitivity are related to young DHH children’s language skills, social-emotional development, and executive functions. The chapter addresses parent-based interventions to promote DHH children’s linguistic, social-emotional, and cognitive development.

scholarly journals Widening the lens: what the manual modality reveals about language, learning and cognition

2014 ◽  
Vol 369 (1651) ◽  
pp. 20130295 ◽  
Author(s):  
Susan Goldin-Meadow
Keyword(s):  
Language Learning ◽  
Language Model ◽  
Spoken Language ◽  
Deaf Children ◽  
Hearing Parents ◽  
Sign Systems ◽  
Learning Contexts ◽  
Representational Format ◽  
Learning And Cognition ◽  
Hearing Children

The goal of this paper is to widen the lens on language to include the manual modality. We look first at hearing children who are acquiring language from a spoken language model and find that even before they use speech to communicate, they use gesture. Moreover, those gestures precede, and predict, the acquisition of structures in speech. We look next at deaf children whose hearing losses prevent them from using the oral modality, and whose hearing parents have not presented them with a language model in the manual modality. These children fall back on the manual modality to communicate and use gestures, which take on many of the forms and functions of natural language. These homemade gesture systems constitute the first step in the emergence of manual sign systems that are shared within deaf communities and are full-fledged languages. We end by widening the lens on sign language to include gesture and find that signers not only gesture, but they also use gesture in learning contexts just as speakers do. These findings suggest that what is key in gesture's ability to predict learning is its ability to add a second representational format to communication, rather than a second modality. Gesture can thus be language, assuming linguistic forms and functions, when other vehicles are not available; but when speech or sign is possible, gesture works along with language, providing an additional representational format that can promote learning.

Cognitive Development and Deaf Children

2006 ◽  
Author(s):  
Marc Marschark ◽  
Harry G. Lang ◽  
John A. Albertini
Keyword(s):  
Academic Success ◽  
Cognitive Development ◽  
Test Performance ◽  
Cognitive Skills ◽  
Thinking Skills ◽  
Deaf Children ◽  
Childhood Experiences ◽  
1960S And 1970S ◽  
The 1960S ◽  
Hearing Children

There is a long history of investigations reporting that deaf children lag behind hearing peers in learning, problem solving, and creativity. In this chapter we describe the kinds of evidence that led to such conclusions and the extent to which they appear to be valid today. Early research concerning cognitive development in deaf children often was aimed at understanding intellectual growth “in the absence of language.” Other investigations involved tasks that required comprehension of English or histories of reading. More recently, we have come to understand that both kinds of evaluation might be biased against deaf children. Still, ways in which deaf children’s atypical histories of language functioning and educational experience might influence their cognitive development are largely unexplored. There have been a variety of studies dealing with deaf children’s cognitive skills, and especially memory, sometimes including consideration of language fluencies and degree of hearing loss. More recently, various tests of cognitive ability have been developed that are nonverbal in nature or can be administered through sign language. The extent to which those tests accurately reflect the thinking skills of deaf children still remains poorly understood, as does the question of whether such tests tap the same skills that they do in hearing children. Further, some people still make the appealing but dubious assumption that cognitive development is essentially the same for deaf and hearing children (see Braden, 2001; Marschark & Lukomski, 2001, for discussion). Studies of intelligence and academic abilities of minority and underprivileged children during the 1960s and 1970s led to a concern about the lack of cultural fairness in testing. It was recognized at the time that the nature of children’s early environments could influence later performance on intelligence measures and academic achievement. This issue was never adequately addressed with regard to deaf children, most of whom clearly have early childhood experiences that could cause differences in test performance. As a result, deaf children were often described as “deficient” or as “concrete, literal thinkers” who were unlikely to be able to grasp the kinds of abstract concepts necessary for academic success.

Social-Emotional Problems in Deaf and Hard-of-Hearing Children from an Executive and Theory-of-Mind Perspective

2018 ◽  
Author(s):  
Constance Th. W. M. Vissers ◽  
Daan Hermans
Keyword(s):  
Theory Of Mind ◽  
Executive Functioning ◽  
Children And Adolescents ◽  
Hard Of Hearing ◽  
Cognitive Model ◽  
Emotional Problems ◽  
Inner Speech ◽  
Social Emotional Development ◽  
Social Emotional ◽  
Hearing Children

The implications of a hearing loss can go far beyond the linguistic domain. Several studies have revealed that deaf and hard-of-hearing children are at risk in their social-emotional development. This chapter argues that executive functions and theory of mind are two central underlying cognitive factors in people’s social-emotional functioning. We briefly review what is currently known about executive functioning and theory-of-mind development in deaf and hard-of-hearing children and adolescents and then present a cognitive model with a central role for inner speech in relation to executive functioning and theory of mind. We hypothesize that inner speech both enables and urges the regulation of oneself (executive function) and also the mentalization of one’s own and others’ inner worlds (theory of mind). We discuss the implications for assessing and treating social-emotional problems in deaf and hard-of-hearing children and adolescents.

Psychosocial Development of Hard-of-Hearing Preschool Children

2018 ◽  
Author(s):  
Nina Jakhelln Laugen
Keyword(s):  
Early Intervention ◽  
Psychosocial Development ◽  
Hard Of Hearing ◽  
Current Knowledge ◽  
Deaf Child ◽  
Deaf Children ◽  
Child Research ◽  
Universal Newborn Hearing Screening ◽  
Newborn Hearing ◽  
Hearing Children

In some respects, hard-of-hearing children experience the same difficulties as deaf children, whereas other challenges might be easier or more difficult to handle for the hard-of-hearing child than it would be for the deaf child. Research has revealed great variability in the language, academic, and psychosocial outcomes of hard-of-hearing children. Universal newborn hearing screening enables early identification and intervention for this group, which traditionally has been diagnosed rather late; however, best practices regarding the scope and content of early intervention have not yet been sufficiently described for hard-of-hearing children. This chapter summarizes the current knowledge concerning psychosocial development in hard-of-hearing children. Risk and protective factors, and their implications for early intervention, are discussed with a special emphasis on preschoolers.

A Hard Look at Stimulating and Predicting Development: The Cases of Bonding and Screening

1982 ◽  
Vol 3 (7) ◽  
pp. 205-212
Author(s):  
Robert B. McCall
Keyword(s):  
Sigmund Freud ◽  
Developmental Psychology ◽  
Skinfold Thickness ◽  
Theory And Practice ◽  
Normal Children ◽  
Disadvantaged Children ◽  
Psychosocial Dysfunction ◽  
Adult Personality ◽  
Organ Systems ◽  
Formative Years

An axiom of medicine is to diagnose and treat a disease in its formative stages before it becomes so advanced that treatment is difficult or impossible. The same theme runs through aspects of neonatology and developmental pediatrics—organ systems and processes are laid down early in development and supportive or deleterious factors operating during these early stages can permanently influence or alter the course of development. Belief in "formative Stages was applied to behavior by Sigmund Freud who emphasized the crucial contribution of early experiences to adult personality. A half century later, the same general principle was used to justify Head Start, an educational program that was supposed to equalize the social classes by providing an intellectual boost to disadvantaged children during their formative years. The principle of "formative years" pervaded theory and practice in developmental psychology for decades, but there were always dissonant findings. For example, five decades of research shows quite clearly that test scores obtained within the first year or two of life do not predict later intelligence for normal children.1 Weight and especially skinfold thickness assessed during infancy do not predict later weight or obesity, and early social disadvantage and stress do not necessarily lead to later psychosocial dysfunction. Indeed, today the emphasis in some quarters of developmental psychology is on change, modifiability, and unpredictability in development rather than on consistency.2

Glacially-Triggered Faulting

2021 ◽  
Keyword(s):  
Solid Earth ◽  
State Of The Art ◽  
Ice Sheet ◽  
Northern Europe ◽  
Fault Activity ◽  
Current State ◽  
Investigation Methods ◽  
Art Research ◽  
International Experts ◽  
Fault Scarps

Glacially triggered faulting describes movement of pre-existing faults caused by a combination of tectonic and glacially induced isostatic stresses. The most impressive fault-scarps are found in northern Europe, assumed to be reactivated at the end of the deglaciation. This view has been challenged as new faults have been discovered globally with advanced techniques such as LiDAR, and fault activity dating has shown several phases of reactivation thousands of years after deglaciation ended. This book summarizes the current state-of-the-art research in glacially triggered faulting, discussing the theoretical aspects that explain the presence of glacially induced structures and reviews the geological, geophysical, geodetic and geomorphological investigation methods. Written by a team of international experts, it provides the first global overview of confirmed and proposed glacially induced faults, and provides an outline for modelling these stresses and features. It is a go-to reference for geoscientists and engineers interested in ice sheet-solid Earth interaction.

scholarly journals Talker Discrimination by Prelingually Deaf Children with Cochlear Implants: Preliminary Results

2002 ◽  
Vol 111 (5_suppl) ◽  
pp. 113-118 ◽  
Author(s):  
Miranda Cleary ◽  
David B. Pisoni
Keyword(s):  
Cochlear Implants ◽  
Deaf Children ◽  
School Age Children ◽  
School Age ◽  
Sentence Condition ◽  
Language Outcome ◽  
The Mean ◽  
Hearing Children ◽  
Proportion Correct ◽  
Linguistic Content

Forty-four school-age children who had used a multichannel cochlear implant (CI) for at least 4 years were tested to assess their ability to discriminate differences between recorded pairs of female voices uttering sentences. Children were asked to respond “same voice” or “different voice” on each trial. Two conditions were examined. In one condition, the linguistic content of the sentence was always held constant and only the talker's voice varied from trial to trial. In another condition, the linguistic content of the utterance also varied so that to correctly respond “same voice,” the child needed to recognize that Two different sentences were spoken by the same talker. Data from normal-hearing children were used to establish that these tasks were well within the capabilities of children without hearing impairment. For the children with CIs, in the “fixed sentence condition” the mean proportion correct was 68%, which, although significantly different from the 50% score expected by chance, suggests that the children with CIs found this discrimination task rather difficult. In the “varied sentence condition,” however, the mean proportion correct was only 57%, indicating that the children were essentially unable to recognize an unfamiliar talker's voice when the linguistic content of the paired sentences differed. Correlations with other speech and language outcome measures are also reported.

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