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Language Not Auditory Experience Is Related to Parent-Reported Executive Functioning in Preschool-Aged Deaf and Hard-of-Hearing Children

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Bibliographic Details
Title: Language Not Auditory Experience Is Related to Parent-Reported Executive Functioning in Preschool-Aged Deaf and Hard-of-Hearing Children
Language: English
Authors: Goodwin, Corina (ORCID 0000-0002-3236-1674), Carrigan, Emily, Walker, Kristin (ORCID 0000-0003-0882-2159), Coppola, Marie (ORCID 0000-0002-8319-2284)
Source: Child Development. Jan-Feb 2022 93(1):209-224.
Availability: 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://www.wiley.com/en-us
Peer Reviewed: Y
Page Count: 16
Publication Date: 2022
Sponsoring Agency: National Science Foundation (NSF)
Contract Number: 1553589
Document Type: Journal Articles
Reports - Research
Descriptors: Preschool Children, Deafness, Hearing Impairments, Executive Function, Language Enrichment, Auditory Perception, Parents
DOI: 10.1111/cdev.13677
ISSN: 0009-3920
Abstract: 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.
Abstractor: As Provided
Entry Date: 2022
Accession Number: EJ1327057
Database: ERIC
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Abstract: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.
ISSN:0009-3920
DOI:10.1111/cdev.13677