ERIC Number: EJ1327057
Record Type: Journal
Publication Date: 2022
Pages: 16
Abstractor: As Provided
ISBN: N/A
ISSN: ISSN-0009-3920
EISSN: N/A
Language Not Auditory Experience Is Related to Parent-Reported Executive Functioning in Preschool-Aged Deaf and Hard-of-Hearing Children
Child Development, v93 n1 p209-224 Jan-Feb 2022
Much research has found disrupted executive functioning (EF) in deaf and hard-of-hearing (DHH) children; while some theories emphasize the role of auditory deprivation, others posit delayed language experience as the primary cause. This study investigated the role of language and auditory experience in parent-reported EF for 123 preschool-aged children (M[subscript age] = 60.1 months, 53.7% female, 84.6% White). Comparisons between DHH and typically hearing children exposed to language from birth (spoken or signed) showed no significant differences in EF despite drastic differences in auditory input. Linear models demonstrated that earlier language exposure predicted better EF ([beta] = 0.061-0.341), while earlier auditory exposure did not. Few participants exhibited clinically significant executive dysfunction. Results support theories positing that language, not auditory experience, scaffolds EF development.
Descriptors: Preschool Children, Deafness, Hearing Impairments, Executive Function, Language Enrichment, Auditory Perception, Parents
Wiley. Available from: John Wiley & Sons, Inc. 111 River Street, Hoboken, NJ 07030. Tel: 800-835-6770; e-mail: cs-journals@wiley.com; Web site: https://bibliotheek.ehb.be:2191/en-us
Publication Type: Journal Articles; Reports - Research
Education Level: N/A
Audience: N/A
Language: English
Sponsor: National Science Foundation (NSF)
Authoring Institution: N/A
Grant or Contract Numbers: 1553589