Why Are Children with Cochlear Implants at Risk for Executive Functioning Delays?

2020 ◽  
pp. 247-267
Author(s):  
William G. Kronenberger ◽  
David B. Pisoni
Keyword(s):  
Executive Functioning ◽  
Cochlear Implants ◽  
Family Environment ◽  
Fluid Intelligence ◽  
Deaf Children ◽  
Data Set ◽  
Theoretical Approaches ◽  
Model Research ◽  
Psychosocial Influences ◽  
Auditory Experience

Prelingually deaf children with cochlear implants (CIs) have about 2 to 5 times more risk for delays in specific domains of executive functioning (EF) than normal-hearing (NH) children, with about 25% to 40% of children with CIs showing delays in specific EF subdomains. This chapter reviews the rationale and evidence for two theoretical approaches to explaining this elevated risk for EF delay: language-focused approaches and biopsychosocial systems theories, such as the auditory neurocognitive model. Research supporting language-focused approaches, which attribute risk of EF delays entirely to language delays, has significant limitations. Furthermore, results from an extensive data set of EF outcomes in CI users are inconsistent with language-focused approaches. In contrast, biopsychosocial systems theories, which attribute risk for EF delay to a system of factors, including auditory experience, language, family environment/experiences, fluid intelligence, and psychosocial influences, provide the strongest evidence and potential for explaining EF delays and outcomes in children with CIs.

Developmental, Cognitive, and Neurocognitive Perspectives on Language Development in Children Who Use Cochlear Implants

2020 ◽  
pp. 32-45
Author(s):  
Pasquale Rinaldi ◽  
Francesco Pavani ◽  
Maria Cristina Caselli
Keyword(s):  
Language Development ◽  
Cochlear Implants ◽  
Family Environment ◽  
Hearing Aids ◽  
Deaf Children ◽  
Screening Programs ◽  
Neuroscience Research ◽  
Hearing Recovery ◽  
Newborn Hearing ◽  
Specific Factors

Newborn hearing screening programs and early diagnosis allow deaf children to receive hearing aids and/or cochlear implants very early in life. However, even within these early intervention scenarios, deaf children remain at risk of delays in spoken language acquisition despite what is expected based on their hearing recovery scores. The first part of this chapter offers an overview of recent studies on the role of specific factors (i.e., age at diagnosis, age at cochlear implant activation, family environment, and exposure to sign language) in affecting communicative and linguistic development. The second part examines to what extent current cognitive neuroscience research is contributing to refinement of the concept of critical or sensitive periods for the development of the acoustic system and language in deaf children. Clinical and educational implications for promoting language development in deaf children are discussed.

Parent Training and Communication Empowerment of Children With Cochlear Implant

2020 ◽  
pp. 105381512092290
Author(s):  
Maria Nicastri ◽  
Ilaria Giallini ◽  
Giovanni Ruoppolo ◽  
Luca Prosperini ◽  
Marco de Vincentiis ◽  
...  
Keyword(s):  
Parent Training ◽  
Cochlear Implants ◽  
Family Environment ◽  
Parent Stress ◽  
Deaf Children ◽  
Stress Index ◽  
Communicative Development ◽  
Before And After ◽  
Supportive Family

Deaf children with cochlear implants (CIs) need a supportive family environment to facilitate language development. The present study was designed to assess the effects of parent training (PT) on enhancing children’s communication development. The PT was based on the “It Takes Two to Talk” model, with specific adaptations for families of deaf children. Before and after the PT, 14 participating families and matched no-treatment controls were assessed using the Parent Stress Index and Cole’s interaction checklist. The children’s language was assessed with the MacArthur–Bates Communicative Development Inventory and, after 3 years, with the Boston Naming, the Peabody, and the Test for Reception of Grammar–Version 2 (TROG-2). The families’ quality of interaction and the children’s language increased significantly more in the trained group than in controls and differences were still present after 3 years. The parents seemed to benefit from PT that focused on strategies to empower and promote communication skills in children with CIs.

Neurocognitive Functioning in Deaf Children with Cochlear Implants

2018 ◽  
Author(s):  
William G. Kronenberger ◽  
David B. Pisoni
Keyword(s):  
Executive Function ◽  
Executive Functioning ◽  
Cochlear Implants ◽  
Language Skills ◽  
Building Blocks ◽  
Spoken Language ◽  
Deaf Children ◽  
Neurocognitive Functions ◽  
Hearing Children ◽  
Prelingually Deaf

Cochlear implantation restores some attributes of hearing and spoken language to prelingually deaf children. However, reduced access to auditory and spoken-language experiences for children with cochlear implants can alter the development of downstream neurocognitive functions such as sequential processing and self-regulatory language skills, which are critical building blocks for executive functioning. Executive functioning is the active regulation of cognitive, behavioral, and emotional processes in the service of planned, organized, controlled, goal-driven behavior. This chapter presents findings from two primary lines of research on the development of executive functioning in prelingually deaf, early implanted children with cochlear implants. The first is identification of specific executive function domains that are at risk for delay in children with cochlear implants compared to hearing children. The second is reciprocal influences of executive function and spoken-language skills throughout development in children and adolescents with cochlear implants.

scholarly journals Word learning in deaf children with cochlear implants: effects of early auditory experience

2012 ◽  
Vol 15 (3) ◽  
pp. 448-461 ◽  
Author(s):  
Derek M. Houston ◽  
Jessica Stewart ◽  
Aaron Moberly ◽  
George Hollich ◽  
Richard T. Miyamoto
Keyword(s):  
Cochlear Implants ◽  
Word Learning ◽  
Deaf Children ◽  
Auditory Experience

scholarly journals The Origins of Religious Disbelief: A Dual Inheritance Approach

2021 ◽  
pp. 194855062199400 ◽  
Author(s):  
Will M. Gervais ◽  
Maxine B. Najle ◽  
Nava Caluori
Keyword(s):  
Cultural Transmission ◽  
Religious Commitment ◽  
Data Set ◽  
Cognitive Reflection ◽  
Theoretical Approaches ◽  
Cultural Exposure ◽  
Theories Of Religion ◽  
Nationally Representative ◽  
Cultural Cues ◽  
Dual Inheritance

Widespread religious disbelief represents a key testing ground for theories of religion. We evaluated the predictions of three prominent theoretical approaches—secularization, cognitive byproduct, and dual inheritance—in a nationally representative (United States, N = 1,417) data set with preregistered analyses and found considerable support for the dual inheritance perspective. Of key predictors of religious disbelief, witnessing fewer credible cultural cues of religious commitment was the most potent, β = .28, followed distantly by reflective cognitive style, β = .13, and less advanced mentalizing, β = .05. Low cultural exposure predicted about 90% higher odds of atheism than did peak cognitive reflection, and cognitive reflection only predicted disbelief among those relatively low in cultural exposure to religion. This highlights the utility of considering both evolved intuitions and transmitted culture and emphasizes the dual roles of content- and context-biased social learning in the cultural transmission of disbelief (preprint https://psyarxiv.com/e29rt/ ).

scholarly journals Developmental trajectories of forward and backward digit spans in deaf children with cochlear implants

2011 ◽  
Vol 12 (sup1) ◽  
pp. S84-S88 ◽  
Author(s):  
Michael S Harris ◽  
David B Pisoni ◽  
William G Kronenberger ◽  
Sujuan Gao ◽  
Helena M Caffrey ◽  
...  
Keyword(s):  
Cochlear Implants ◽  
Developmental Trajectories ◽  
Deaf Children
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