Overimitation of Children With Cochlear Implants or Hearing Aids in Comparison With Children With Normal Hearing

IF 1.1 4区医学 Q3 EDUCATION, SPECIAL

Infants & Young Children Pub Date : 2020-01-01 DOI:10.1097/IYC.0000000000000157

Zhidan Wang, Xiaoyu Zhu, Frankie T. K. Fong, Jing Meng, Haijing Wang

{"title":"Overimitation of Children With Cochlear Implants or Hearing Aids in Comparison With Children With Normal Hearing","authors":"Zhidan Wang, Xiaoyu Zhu, Frankie T. K. Fong, Jing Meng, Haijing Wang","doi":"10.1097/IYC.0000000000000157","DOIUrl":null,"url":null,"abstract":"Our proclivity toward high-fidelity transmission of knowledge is one of the key mechanisms that underpins our success as a species. This study evaluated overimitation within children with hearing impairments (who had either a cochlear implant or a hearing aid) in relation to those with normal hearing. A total of seventy-two 4-year-old children were shown how to operate novel objects using a series of causally irrelevant actions, followed by causally relevant action. We measured the degree to which children reproduced the irrelevant actions as an indicator of imitative fidelity. Children with either hearing impairments or normal hearing replicated the irrelevant actions at rates above the baseline. However, imitative fidelity of the former group was significantly lower. In addition, children with hearing impairments were also less likely to identify and achieve the outcome by performing the relevant act. This study advances our understanding of social learning in children with hearing impairments and proposes potential weakness of social-cognitive skills within this population.","PeriodicalId":47099,"journal":{"name":"Infants & Young Children","volume":"11 1","pages":"84 - 92"},"PeriodicalIF":1.1000,"publicationDate":"2020-01-01","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":"1","resultStr":null,"platform":"Semanticscholar","paperid":null,"PeriodicalName":"Infants & Young Children","FirstCategoryId":"3","ListUrlMain":"https://doi.org/10.1097/IYC.0000000000000157","RegionNum":4,"RegionCategory":"医学","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":null,"EPubDate":"","PubModel":"","JCR":"Q3","JCRName":"EDUCATION, SPECIAL","Score":null,"Total":0}

引用次数: 1

Abstract

Our proclivity toward high-fidelity transmission of knowledge is one of the key mechanisms that underpins our success as a species. This study evaluated overimitation within children with hearing impairments (who had either a cochlear implant or a hearing aid) in relation to those with normal hearing. A total of seventy-two 4-year-old children were shown how to operate novel objects using a series of causally irrelevant actions, followed by causally relevant action. We measured the degree to which children reproduced the irrelevant actions as an indicator of imitative fidelity. Children with either hearing impairments or normal hearing replicated the irrelevant actions at rates above the baseline. However, imitative fidelity of the former group was significantly lower. In addition, children with hearing impairments were also less likely to identify and achieve the outcome by performing the relevant act. This study advances our understanding of social learning in children with hearing impairments and proposes potential weakness of social-cognitive skills within this population.

查看原文本刊更多论文

与听力正常儿童相比，人工耳蜗或助听器儿童的过度模仿

我们对高保真知识传播的倾向是支撑我们作为一个物种成功的关键机制之一。本研究评估了听力受损儿童(植入人工耳蜗或助听器)与听力正常儿童的过度模仿。研究人员向72名4岁的儿童展示了如何使用一系列因果无关的动作来操作新物体，然后是因果相关的动作。我们测量了儿童复制不相关动作的程度，以此作为模仿忠实度的指标。听力受损或听力正常的儿童重复不相关行为的比率高于基线。然而，前一组的模仿保真度明显较低。此外，有听力障碍的儿童也不太可能通过执行相关行为来识别和实现结果。这项研究促进了我们对听力障碍儿童社会学习的理解，并提出了这一人群中社会认知技能的潜在弱点。

本文章由计算机程序翻译，如有差异，请以英文原文为准。

求助全文

约1分钟内获得全文求助全文

来源期刊

Infants & Young Children Multiple-

CiteScore

1.90

自引率

9.10%

发文量

期刊介绍： Infants & Young Children is an interdisciplinary journal focusing on vulnerable children from birth to five years of age and their families. Of special interest are articles involving innovative interventions, summaries of important research developments and their implications for practice, updates for high priority topic areas, balanced presentations of controversial issues, and articles that address issues involving policy, professional training, new conceptual models, and related matters. Although data are often presented primarily to illustrate points, some types of data-based articles may be appropriate.