Cover not available
Part of
Understanding Deafness, Language and Cognitive Development: Essays in honour of Bencie Woll
Edited by Gary Morgan
[Trends in Language Acquisition Research 25] 2020
► pp. 115–131

Chapter 7
Links between language and cognitive development of deaf children

This chapter weaves together work on early interaction between parents and children who are deaf or hard of hearing (DHH) with research on social-emotional development (Theory of Mind) and wider cognitive abilities (Executive Functions). We describe in detail why language input in sign or spoken language (or both together) facilitates the development of communication, language and cognitive skills using what has been termed the Language Scaffolding Hypothesis. The chapter concludes with a discussion of what research is required next to understand how the current language learning experiences of DHH children – the majority who will have a cochlear implant and hearing parents – can promote both language and cognitive development.
Article outline
  • 1.Introduction
  • 2.What is the impact of deafness on language development?
  • 3.Language for cognitive development: Theory of Mind and Executive Functions
  • 4.General conclusions
  • References
Published online: 26 February 2020
DOI logo
https://doi.org/10.1075/tilar.25.07mor
References (58)
References
Astington, J. W., & Baird, J. (2005). Why language matters for Theory of Mind. Oxford: Oxford University Press. DOI logoGoogle Scholar
Best, J. R., & Miller, P. H. (2010). A developmental perspective on executive function. Child Development 81(6), 1641–1660. DOI logoGoogle Scholar
Bohlmann, N. L., Maier, M. F., & Palacios, N. (2015). Bidirectionality in self-regulation and expressive vocabulary: Comparisons between monolingual and dual language learners in preschool. Child Development 86(4), 109. DOI logoGoogle Scholar
Botting, N., Jones, A., Marshall, C., Denmark, T., Atkinson, J., & Morgan, G. (2017). Nonverbal executive function is mediated by language: A study of deaf and hearing children. Child development 88(5), 1689–1700. DOI logoGoogle Scholar
Bruner, J. S. (1983). Child’s talk: Learning to use language. New York, NY: Norton.Google Scholar
Conway, C. M., Pisoni, D. B., & Kronenberger, W. G. (2009). The importance of sound for cognitive sequencing abilities the auditory scaffolding hypothesis. Current Directions in Psychological Science 18(5), 275–279. DOI logoGoogle Scholar
Diamond, A. (2013). Executive functions. Annual Review of Psychology 64, 135–168. DOI logoGoogle Scholar
Elliott, R. (2003). Executive functions and their disorders imaging in clinical neuroscience. British Medical Bulletin 65, 49–59. DOI logoGoogle Scholar
Fagan, M. K., Bergeson, T. R., & Morris, K. J. (2014). Synchrony, complexity and directiveness in mothers’ interactions with infants pre- and post-cochlear implantation. Infant Behavior & Development 37(3), 249–257. DOI logoGoogle Scholar
Figueras, B., Edwards, L., & Langdon, D. (2008). Executive function and language in deaf children. Journal of Deaf Studies and Deaf Education 13(3), 362–377. DOI logoGoogle Scholar
Fuhs, M. W., & Day, J. D. (2011). Verbal ability and executive functioning development in preschoolers at head start. Developmental Psychology 47(2), 404–416. DOI logoGoogle Scholar
Funahashi, S. (2001). Neuronal mechanisms of executive control by the prefrontal cortex. Neuroscience Research 39, 147–165. DOI logoGoogle Scholar
Geers, A. E., Nicholas, J. G., Tobey, E., & Davidson, L. (2016). Persistent language delay versus late language emergence in children with early cochlear implantation. Journal of Speech, Language and Hearing Research 59(1), 155–170. DOI logoGoogle Scholar
Hall, M., Eigsti, I., Bortfeld, H., & Lillo-Martin, D. (2017). Auditory deprivation does not impair executive function, but language deprivation might: Evidence from a parent-report measure in deaf native signing children. The Journal of Deaf Studies and Deaf Education 22, 9–21. DOI logoGoogle Scholar
Hughes, C., White, N., & Ensor, R. (2014). How does talk about thoughts, desires, and feelings foster children’s socio-cognitive development? Mediators, moderators and implications for intervention. In K. H. Lagattuta (Ed), Children and emotion. New insights into developmental affective sciences (pp.95–105). Basel: Karger.Google Scholar
Jones, A., Marshall, C., Botting, N., Atkinson, J., Toscana, E., Denmark, T., Herman, R., & Morgan, G. (2016). Narrative skills in deaf children who use spoken English: dissociations between macro and microstructural devices. Research in Developmental Disabilities 59, 268–282. DOI logoGoogle Scholar
Jones, A., Atkinson, J., Marshall, C., Botting, N., St Clair, M. C., Morgan, G. (2019). Expressive vocabulary predicts non-verbal executive function: A 2-year longitudinal study of deaf and hearing children. Child Development. DOI logoGoogle Scholar
Kuhn, L. J., Willoughby, M. T., Wilbourn, M. P., Vernon-Feagans, L., & Blair, C. B. (2014). Early communicative gestures prospectively predict language development and executive function in early childhood. Child Development 85, 1898–1914. DOI logoGoogle Scholar
Kyle, J. G., Woll, B., & Ackerman, J. A. (1989). Gesture to sign and speech. Bristol: Centre for Deaf Studies.Google Scholar
Lederberg, A., & Mobley, C. (1990). The effect of hearing impairment on the quality of attachment and mother–toddler interaction. Child Development 61, 1596–1604. DOI logoGoogle Scholar
Levine, D., Strother-Garcia, K., Hirsh-Pasek, K., & Golinkoff, R. M. (2016). Language development in the first year of life: What deaf children might be missing before cochlear implantation. Otology & Neurotology 37, 56–62. DOI logoGoogle Scholar
Lidstone, J., Meins, E., & Fernyhough, C. (2012). Verbal mediation of cognition in children with specific language impairment. Development and Psychopathology 24(2), 651–660. DOI logoGoogle Scholar
Lieberman, A. M., Hatrak, M., & Mayberry, R. (2014). Learning to Look for Language: Development of joint attention in young deaf children. Language Learning and Development 10, 19–35. DOI logoGoogle Scholar
Loots, G., Devisé, I., & Jacquet, W. (2005). The impact of visual communication on the intersubjective development of early parent–child interaction with 18- to 24-month-old deaf toddlers. Journal of Deaf Studies and Deaf Education 10, 357–375. DOI logoGoogle Scholar
Lowe, J. R., MacLean, P. C., Duncan, A. F., Aragón, C., Schrader, R. M., Caprihan, A., & Phillips, J. P. (2012). Association of maternal interaction with emotional regulation in 4 and 9 month infants during the still face paradigm. Infant Behavior & Development 35(2), 295–302. DOI logoGoogle Scholar
Lu, J., Jones, A. & Morgan, G. (2016). The impact of input quality on early sign development in native and non-native language learners. Journal of Child Language 43, 537–552. DOI logoGoogle Scholar
Marshall C., Jones A., Denmark T., Mason K., Atkinson J., Botting N., & Morgan G. (2015). Deaf children’s non-verbal working memory is impacted by their language experience. Front. Psychol 6, 527. DOI logoGoogle Scholar
Meins, E., Fernyhough, C., Arnott, B., Leekam, S., & de Rosnay, M. (2013). Mind- mindedness and Theory of Mind: Mediating roles of language and perspectival symbolic play. Child Development 84(5): 1777–1790. DOI logoGoogle Scholar
Mitchell, R., & Karchmer, M. (2004). When parents are deaf versus hard of hearing: Patterns of sign use and school placement of deaf and hard-of-hearing children. The Journal of Deaf Studies and Deaf Education 9, 133–152. DOI logoGoogle Scholar
Morford, J. P. (2002). Why does exposure to language matter? In T. Givón & B. Malle (Eds.), The evolution of language from pre-language (pp.329–341). Amsterdam: John Benjamins. DOI logoGoogle Scholar
Morgan, G., & Woll, B. (Eds.). (2002). Directions in sign language acquisition. Amsterdam: John Benjamins. DOI logoGoogle Scholar
Morgan, G., Meristo, M., & Hjelmquist, E. (2014). Conversational experience, language and the development of Theory of Mind. In V. Slaughter (Ed.), Environmental influences on Theory of Mind development: Festschrift for Candi Peterson. Hove: Psychology Press.Google Scholar
Morgan, G., Meristo, M. Mann, W., Hjelmquist, E., Surian, L., & Siegal, M. (2014). Mental state language and quality of conversational experience in deaf and hearing children. Cognitive Development 29, 41–49. DOI logoGoogle Scholar
Netten, A. P., Rieffe, C., Theunissen, S., Soede, W., Dirks, E., & Briaire, J. (2015). Low empathy in deaf and hard of hearing (pre) adolescents compared to normal hearing controls. PLoS ONE 10(4): e0124102. DOI logoGoogle Scholar
Nowakowski, M. E., Tasker, S. L., & Schmidt L. A. (2009). Establishment of joint attention in dyads involving hearing mothers of deaf and hearing children, and its relation to adaptive social behavior. American Annals of the Deaf 154(1),15–29. DOI logoGoogle Scholar
Pierce, L., Genesee, F., Delcenserie, A., & Morgan, G. (2017). Variations in phonological working memory: Linking early language experiences and language learning outcomes. Applied Psycholinguistics 38(6), 1265–1300. DOI logoGoogle Scholar
Peterson, C. C. (2004). Theory of Mind development in oral deaf children with cochlear implants or conventional hearing aids. Journal of Child Psychology and Psychiatry 45, 1096–1106. DOI logoGoogle Scholar
Peterson, C. C., Wellman, H. M., & Slaughter, V. (2012). The mind behind the message: Advancing theory of mind scales for typically developing children, and those with deafness, autism, or Asperger Syndrome. Child Development 83, 469–485. DOI logoGoogle Scholar
Remine, M. D., Care, E., & Brown, P. M. (2008). Language ability and verbal and nonverbal executive functioning in deaf students communicating in spoken English. Journal of Deaf Studies and Deaf Education 13, 531–545. DOI logoGoogle Scholar
Schick, B., Marschark, M., & Spencer, P. (Eds.). (2005). Advances in the sign language development of deaf and hard-of-hearing children. New York, NY: Oxford University Press. DOI logoGoogle Scholar
Schick, B., de Villiers, P., de Villiers, J., & Hoffmeister, R. (2007). Language and theory of mind: A study of deaf children. Child Development 78, 376–396. DOI logoGoogle Scholar
Siegal, M., & Surian, L. (2011). Access to language and cognitive development. Oxford: Oxford University Press. DOI logoGoogle Scholar
Spencer, P., Bodner-Johnson, B., & Gutfreund, M. (1992). Interacting with infants with a hearing loss: What can we learn from mothers who are deaf? Journal of Early Intervention 16, 64–78. DOI logoGoogle Scholar
Spencer, P., & Meadow-Orlans, K. (1996). Play, language, and maternal responsiveness: A longitudinal study of deaf and hearing infants. Child Development 67, 3176–3191. DOI logoGoogle Scholar
Stern, D. N., & Gibbon, J. (1979). Temporal expectancies of social behaviors in mother–infant play. In A. W. Siegman & S. Feldstein (Eds.), Of speech and time. Temporal speech patterns in interpersonal contexts. Hillsdale, NJ: Lawrence Erlbaum Associates.Google Scholar
Swisher, M. V. (1992). The role of parents in developing visual turn-taking in their young deaf children. American Annals of the Deaf 137, 92–100. DOI logo.Google Scholar
Tomasello, M (1988) The role of joint attentional processes in early language development. Language Sciences 10, 69–88. DOI logoGoogle Scholar
Tomasello, M. (2008). Origins of human communication. Cambridge, MA: The MIT Press. DOI logoGoogle Scholar
Tomasello, M., Carpenter, M., Call, J., Behne, T., & Moll, H. (2005). Understanding and sharing intentions: The origins of cultural cognition. Behavioral and Brain Sciences 28(5), 675–691. DOI logoGoogle Scholar
Trevarthen, C., & Hubley, P. (1978). Secondary intersubjectivity: Confidence, confiding and acts of meaning in the first year. In A. Lock (Ed.), Action, gesture and symbol: The emergence of language (pp.183–229). New York, NY: Academic Press.Google Scholar
Vaccari, S. & Marschark, M. (1997). Communication between parents and deaf children: Implications for social-emotional development. Journal of Child Psychology and Psychiatry 38, 793–801. DOI logoGoogle Scholar
Vygotsky, L. S. (1962). The problem and the approach. In Thought and language (pp.1–11). Cambridge, MA: The MIT Press. DOI logoGoogle Scholar
Wedell-Monning, J., & Lumley, J. M. (1980). Child deafness and mother–child interaction. Child Development 51, 766–774. DOI logoGoogle Scholar
Weiland, C., Barata, M., & Yoshikawa, H. (2014). The co-occurring development of executive function skills and receptive vocabulary in preschool-aged children: A look at the direction of the developmental pathways. Infant and Child Development 23(1), 4–21. DOI logoGoogle Scholar
Wellman, H. M., & Liu, D. (2004). Scaling of theory of mind tasks. Child Development 75, 523–541. DOI logoGoogle Scholar
Woll, B. (2018). The consequences of very late exposure to BSL as an L1. Bilingualism: Language and Cognition, 1–2. DOI logoGoogle Scholar
Woolfe, T., Want, S. C., & Siegal, M. (2002). Signposts to development: Theory of Mind in deaf children. Child Development 73, 768–778. DOI logoGoogle Scholar
Zelazo, P. D., & Frye, D. (1998). Cognitive complexity and control, II: The development of executive function in childhood. Current Directions in Psychological Science 7(4), 121–126. [URL]. DOI logoGoogle Scholar
Cited by (1)

Cited by one other publication

Figueroa, Mario, Nicola Botting & Gary Morgan
2024. Language and executive function relationships in the real world: insights from deafness. Language and Cognition ► pp. 1 ff. DOI logo

This list is based on CrossRef data as of 29 july 2024. Please note that it may not be complete. Sources presented here have been supplied by the respective publishers. Any errors therein should be reported to them.