- Oxford Library of Psychology
- Copyright Page
- About the Editors
- Contributors
- Preface
- Deaf Studies in Learning and Cognition: A Coming-of-Age Story
- Foundations of Language Development in Deaf and Hard-of-Hearing Infants: Cognitive and Social Processes
- Developmental, Cognitive, and Neurocognitive Perspectives on Language Development in Children Who Use Cochlear Implants
- Investigating Early Pre-implant Predictors of Language and Cognitive Development in Children with Cochlear Implants
- The Effect of Communication Mode on Learning Outcomes for Children with Severe–Profound Hearing Loss: A Review
- It Is More Than Language: The Role of Cognition in the Pragmatic Skills of Children Who Are Deaf and Hard of Hearing
- Dissociating the Impact of Auditory Access and Language Access in Deaf Children’s Cognitive Development
- How Early Auditory Experience Affects Children’s Ability to Learn Spoken Words
- Triggering, Configuration, and Engagement: Spoken-Word Learning Processes in Young Children with Hearing Loss
- Bilingual Cognitive Advantages in Multilingual and Multimodal Deaf and Hard-of-Hearing Children and Adults
- I Should Do as I Say, Not as I Do: Self-Regulation and Psychosocial Outcomes in Deaf Children with Cochlear Implants
- Verbal Learning and Memory Following Cochlear Implantation
- Cognitive Development: The Impact of Pediatric Cochlear Implantation
- Theory of Mind and Conversation in Deaf and Hearing Children
- Theory of Mind: Implications for Cognition and Learning in Deaf and Hard-of-Hearing Learners
- Why Are Children with Cochlear Implants at Risk for Executive Functioning Delays?: Language Only or Something More?
- Executive Functions and Access to Language: The Importance of Intersubjectivity
- Working Memory for Signs and Gestures
- Executive Function, Memory, and Literacy in Deaf Learners: Reading and Writing Involve More Than Just Words and Grammar
- The Influence of Explicit and Implicit Memory Processes on the Spoken–Written Language Learning of Children with Cochlear Implants
- Changing Perspectives for the 21st Century: Digital Literacy and Computational Thinking for Deaf/Hard-of-Hearing Learners
- The Neurobiology of Reading Differs for Deaf and Hearing Adults
- Framing Educational Needs of Deaf and Hard-of-Hearing Infants and Toddlers Using the Developmental Systems Approach
- Making “Normal” Count: Mediating for Early Mathematics Learning in Young Deaf and Hard-of-Hearing Children
- Tickets for the Inclusive Museum: Accessible Opportunities for Nonformal Learning by Deaf and Hard-of-Hearing Individuals
- Technology Makes Things Possible: Improving the Abilities of Deaf and Hard-of-Hearing Children with Advanced Technologies
- Accommodating Deaf and Hard-of-Hearing Children with Cognitive Deficits
- Index
Abstract and Keywords
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.
Keywords: cochlear implant, language development, family environment, sign language, critical period, neuroplasticity
Pasquale Rinaldi, Italian National Research Council, Institute of Cognitive Sciences and Technologies, Roma, Italy
Francesco Pavani, Center for Mind/Brain Sciences (CIMeC), University of Trento, Rovereto, Italy, and, IMPACT—Integrative, Multisensory, Perception, Action and Cognition Team, Centre de Recherche en Neurosciences de Lyon, Cedex, France
Maria Cristina, Caselli Italian National Research Council, Institute of Cognitive Sciences and Technologies, Roma, Italy
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- Oxford Library of Psychology
- Copyright Page
- About the Editors
- Contributors
- Preface
- Deaf Studies in Learning and Cognition: A Coming-of-Age Story
- Foundations of Language Development in Deaf and Hard-of-Hearing Infants: Cognitive and Social Processes
- Developmental, Cognitive, and Neurocognitive Perspectives on Language Development in Children Who Use Cochlear Implants
- Investigating Early Pre-implant Predictors of Language and Cognitive Development in Children with Cochlear Implants
- The Effect of Communication Mode on Learning Outcomes for Children with Severe–Profound Hearing Loss: A Review
- It Is More Than Language: The Role of Cognition in the Pragmatic Skills of Children Who Are Deaf and Hard of Hearing
- Dissociating the Impact of Auditory Access and Language Access in Deaf Children’s Cognitive Development
- How Early Auditory Experience Affects Children’s Ability to Learn Spoken Words
- Triggering, Configuration, and Engagement: Spoken-Word Learning Processes in Young Children with Hearing Loss
- Bilingual Cognitive Advantages in Multilingual and Multimodal Deaf and Hard-of-Hearing Children and Adults
- I Should Do as I Say, Not as I Do: Self-Regulation and Psychosocial Outcomes in Deaf Children with Cochlear Implants
- Verbal Learning and Memory Following Cochlear Implantation
- Cognitive Development: The Impact of Pediatric Cochlear Implantation
- Theory of Mind and Conversation in Deaf and Hearing Children
- Theory of Mind: Implications for Cognition and Learning in Deaf and Hard-of-Hearing Learners
- Why Are Children with Cochlear Implants at Risk for Executive Functioning Delays?: Language Only or Something More?
- Executive Functions and Access to Language: The Importance of Intersubjectivity
- Working Memory for Signs and Gestures
- Executive Function, Memory, and Literacy in Deaf Learners: Reading and Writing Involve More Than Just Words and Grammar
- The Influence of Explicit and Implicit Memory Processes on the Spoken–Written Language Learning of Children with Cochlear Implants
- Changing Perspectives for the 21st Century: Digital Literacy and Computational Thinking for Deaf/Hard-of-Hearing Learners
- The Neurobiology of Reading Differs for Deaf and Hearing Adults
- Framing Educational Needs of Deaf and Hard-of-Hearing Infants and Toddlers Using the Developmental Systems Approach
- Making “Normal” Count: Mediating for Early Mathematics Learning in Young Deaf and Hard-of-Hearing Children
- Tickets for the Inclusive Museum: Accessible Opportunities for Nonformal Learning by Deaf and Hard-of-Hearing Individuals
- Technology Makes Things Possible: Improving the Abilities of Deaf and Hard-of-Hearing Children with Advanced Technologies
- Accommodating Deaf and Hard-of-Hearing Children with Cognitive Deficits
- Index
