To understand the interaction between sensory experiences and cognition, it is critical to investigate the possibility that deprivation in one sensory modality might affect cognition in other modalities. Here we are concerned with the hypothesis that early experience with sound is vital to the development of domain-general sequential processing skills. In line with this hypothesis, a seminal empirical study found that prelingually deaf children had impaired sequence learning in the visual modality. In order to assess the limits of this hypothesis, the current study employed a different visual sequence learning task in an investigation of prelingually deaf children with cochlear implants and normal hearing children. Results showed statistically significant learning in each of the two groups, and no significant difference in the amount of learning between groups. Moreover, there was no association between the age at which the child received their implant (and thus access to electric hearing) and their performance on the sequential learning task. We discuss key differences between our study and the previous study, and argue that the field must reconsider claims about domain-general cognitive impairment resulting from early auditory deprivation.
All rights reserved. No part of this publication may be reproduced or transmitted, in any form or by any means, without permission. Cover: Hanne Baadsgaard Utigard. Print production: Reprosentralen, University of Oslo. SKALA Det er grenser for hvor lykkelig man kan bli på en skala fra 1-10.
The findings suggest that the social and school situation is not yet resolved satisfactorily for children with CIs. Habilitation focusing on spoken language skills and better sound environment may improve social interactions with peers and overall school functioning.
Drawing on the literature on resilience in education, this article explores personal characteristics, abilities and behaviours that enable vulnerable students and apprentices to succeed in education and training. Despite high dropout rates in vocational education and training (VET) in most countries, little research on resilience in vocational contexts exists, and there is no general understanding or conceptualisation of resilience in VET. The study is based on qualitative interviews with eight adolescents from lower socioeconomic backgrounds who were identified as being at risk of not completing upper secondary education. The adolescents were interviewed the first time during the school-based part of their education (year 2) and the second time during apprenticeship training (year 4). Our findings show that commitment to learning and perseverance, self-regulated learning, goal orientation, self-efficacy and help-seeking are important resilience promoting factors in a vocational context that may serve to enhance resilience among students and apprentices in VET. The study discusses the role of learning environments in school and in the workplace in resilience in VET.
scite is a Brooklyn-based organization that helps researchers better discover and understand research articles through Smart Citations–citations that display the context of the citation and describe whether the article provides supporting or contrasting evidence. scite is used by students and researchers from around the world and is funded in part by the National Science Foundation and the National Institute on Drug Abuse of the National Institutes of Health.