Visual Sequence Repetition Learning Is Not Impaired in Signing DHH Children

Autor/inn/en	Terhune-Cotter, Brennan P.; Conway, Christopher M.; Dye, Matthew W. G.
Titel	Visual Sequence Repetition Learning Is Not Impaired in Signing DHH Children
Quelle	In: Journal of Deaf Studies and Deaf Education, 26 (2021) 3, S.322-335 (14 Seiten)Infoseite zur Zeitschrift PDF als Volltext Verfügbarkeit
Sprache	englisch
Dokumenttyp	gedruckt; online; Zeitschriftenaufsatz
ISSN	1081-4159
DOI	10.1093/deafed/enab007
Schlagwörter	Deafness; Hearing Impairments; Children; Preadolescents; American Sign Language; Monolingualism; Repetition; Speech Communication; Language Skills; Comprehension; Auditory Perception; Language Proficiency; Acoustics; Language Processing; Visual Perception + Suchen Sie Ihr Suchwort? Gehörlosigkeit; Taubstummheit; Hearing impairment; Hörbehinderung; Child; Kind; Kinder; Pre-adolescence; Präadoleszenz; Wiederholung; Language skill; Sprachkompetenz; Verstehen; Verständnis; Auditive Wahrnehmung; Akustische Wahrnehmung; Akustik; Language skills; Sprachverarbeitung; Visuelle Wahrnehmung
Abstract	The auditory scaffolding hypothesis states that early experience with sound underpins the development of domain-general sequence processing abilities, supported by studies observing impaired sequence processing in deaf or hard-of-hearing (DHH) children. To test this hypothesis, we administered a sequence processing task to 77 DHH children who use American Sign Language (ASL) and 23 hearing monolingual children aged 7-12 years and found no performance difference between them after controlling for age and nonverbal intelligence. Additionally, neither spoken language comprehension scores nor hearing loss levels predicted sequence processing scores in the DHH group, whereas ASL comprehension scores did. Our results do not indicate sequence processing deficits in DHH children and do not support the auditory scaffolding hypothesis; instead, these findings suggest that factors related to experience with and/or proficiency in an accessible language during development may be more important determinants of sequence processing abilities. (As Provided).
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Erfasst von	ERIC (Education Resources Information Center), Washington, DC
Update	2024/1/01