Development of Deaf and Hard-Of-Hearing Students’ Executive Function

Hauser, Peter C.; Lukomski, Jennifer; Hillman, Tara

doi:10.1093/acprof:oso/9780195368673.003.0011

Cited by 65 publications

(58 citation statements)

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“…Conversely, failure to develop adequate EF is generally associated with delays in social maturity and social problems throughout development in the general population (Barkley, 2012). Hence, findings of relations between EF and social maturity among deaf individuals in both experiments is consistent with findings in normally hearing samples and suggests that delays in EF in samples of children, adolescents, and young adults with hearing loss (e.g., Hauser et al, 2008;Kronenberger, Beer et al, 2014;Marschark, Spencer et al, 2015) may have implications for social maturity delays in deaf populations.…”

Section: Discussionsupporting

confidence: 84%

“…Research involving deaf individuals with and without CIs has indicated them frequently to report or demonstrate greater EF difficulties relative to hearing peers (e.g., Hauser, Lukomski, & Hillman, 2008;Hintermair, 2013;Kronenberger, Beer, Castellanos, Pisoni, & Miyamoto, 2014;Pisoni, Conway, Kronenberger, Henning, & Anaya, 2010). Samples of deaf children, adolescents, and young adults have been found to have difficulties (relative to hearing peers) in specific EF domains such as verbal working memory (Hintermair, 2013;Marschark, Sarchet, & Trani, 2016;Kronenberger, Beer et al, 2014;Kronenberger, Pisoni, Henning, & Colson, 2013), controlled fluency speed (controlled attention under time pressure; Kronenberger et al, 2013), inhibition versus impulsivity (Figueras, Edwards, & Langdon, 2008;Kronenberger et al, 2013), and concept formation (Castellanos et al, 2015;Figueras et al, 2008;Kronenberger, Beer et al, 2014).…”

Section: Executive Function Language and Social Functioning Among Dmentioning

confidence: 99%

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Social Maturity and Executive Function Among Deaf Learners

Marschark

Kronenberger

Rosica

et al. 2016

J. Deaf Stud. Deaf Educ.

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Two experiments examined relations among social maturity, executive function, language, and cochlear implant (CI) use among deaf high school and college students. Experiment 1 revealed no differences between deaf CI users, deaf nonusers, and hearing college students in measures of social maturity. However, deaf students (both CI users and nonusers) reported significantly greater executive function (EF) difficulties in several domains, and EF was related to social maturity. Experiment 2 found that deaf CI users and nonusers in high school did not differ from each other in social maturity or EF, but individuals who relied on sign language reported significantly more immature behaviors than deaf peers who used spoken language. EF difficulties again were associated with social maturity. The present results indicate that EF and social maturity are interrelated, but those relations vary in different deaf subpopulations. As with academic achievement, CI use appears to have little long-term impact on EF or social maturity. Results are discussed in terms of their convergence with findings related to incidental learning and functioning in several domains.

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Section: Discussionsupporting

confidence: 84%

Section: Executive Function Language and Social Functioning Among Dmentioning

confidence: 99%

Social Maturity and Executive Function Among Deaf Learners

Marschark

Kronenberger

Rosica

et al. 2016

J. Deaf Stud. Deaf Educ.

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“…It is through this plasticity of the brain that we can see that executive functions are systematically linked to language acquisition. Research conducted on theory of mind has shed light on this important relationship (Hauser 2008). Lohman & Tomasello (2003) describe how 3-yearold children improve their theory of mind through the appropriate use of language skills.…”

Section: The Plastic Brainmentioning

confidence: 99%

Mental health in children with severe hearing impairment

Gentili¹,

Holwell²

2011

Adv. psychiatr. treat

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SummaryDeafness does not in itself cause emotional/behavioural or cognitive problems or psychiatric disorders. However, children with hearing impairment are at greater risk of developing emotional/behavioural problems and neurodevelopmental disorders. The incidence of both seems to be higher in deaf children from hearing families. Most prelingual deafness is caused by recessive genes; hence, most deaf individuals come from hearing families, the majority of whom do not use sign language. Numerous studies, in both hearing and deaf populations, show how the lack of access to language has an impact on the emotional development of children. This article focuses on the mechanisms by which early language deprivation mediates emotional/behavioural difficulties and consequent emotional dysregulation, and may produce behaviours and symptoms that can be misdiagnosed as neurodevelopmental disorders in deaf children and adolescents (from infancy to 18 years of age).

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“…Ainsi, le test mélange les erreurs à proprement parler linguistiques et celles, cognitives, de difficulté à inhiber le désir de répondre vite, très fréquent chez le jeune enfant pour ce type de tests. Or, les aires cérébrales responsables de l'inhibition cognitive et de l'autocontrôle -on parle alors, en sciences cognitives, de fonctions exécutives -ne sont matures que relativement tardivement, à l'adolescence selon certains auteurs (pour une synthèse en lien avec la surdité voir Hauser et al 2008). Par conséquent, un enfant 15.…”

Section: Maxunclassified

Évaluer les compétences linguistiques des enfants en langue des signes française

Courtin¹,

Limousin²,

Morgenstern

2010

LIA

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Devant l’absence de test d’évaluation des aptitudes linguistiques en langue des signes française (LSF) des enfants signeurs et les besoins exprimés par les nombreux professionnels et chercheurs concernés, nous avons tenté d’adapter à la LSF un test déjà validé pour une autre langue des signes. Notre choix s’est porté sur le test de BSL de Herman et al. (1999), car son usage est relativement simple et peut être utilisé tant pour les besoins de la recherche que par les professeurs de/en LSF. Les résultats obtenus auprès de 129 enfants sourds de parents sourds ou entendants, de différents niveaux de LSF, âgés de 3 à 14 ans, montrent cependant que notre adaptation du test anglais n’est pas valide : le test n’évalue pas ce qu’il était censé évaluer. Ce qui, à première vue, semble un échec offre cependant plusieurs enseignements sur une méthodologie et des pistes à explorer pour construire un test cette fois fiable et valide qui permettrait de revenir sur des questions essentielles telles que l’idée d’âge critique pour le développement linguistique ou cognitif.

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Development of Deaf and Hard-Of-Hearing Students’ Executive Function

Cited by 65 publications

References 0 publications

Social Maturity and Executive Function Among Deaf Learners

Social Maturity and Executive Function Among Deaf Learners

Mental health in children with severe hearing impairment

Évaluer les compétences linguistiques des enfants en langue des signes française

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