The Oxford Handbook of Deaf Studies in Learning and Cognition最新文献

Bilingual Cognitive Advantages in Multilingual and Multimodal Deaf and Hard-of-Hearing Children and Adults 多语言和多模态聋哑和听力障碍儿童和成人的双语认知优势

The Oxford Handbook of Deaf Studies in Learning and Cognition Pub Date : 2020-06-08 DOI: 10.1093/oxfordhb/9780190054045.013.15

K. Crowe, L. Cupples

{"title":"Bilingual Cognitive Advantages in Multilingual and Multimodal Deaf and Hard-of-Hearing Children and Adults","authors":"K. Crowe, L. Cupples","doi":"10.1093/oxfordhb/9780190054045.013.15","DOIUrl":"https://doi.org/10.1093/oxfordhb/9780190054045.013.15","url":null,"abstract":"A sizable proportion of deaf and hard-of-hearing (DHH) people are multilingual, either through use of language that involves more than one modality (i.e., signing and speaking/listening) or the use of two or more languages within the same modality. There is a constantly evolving body of research that describes cognitive differences between monolinguals and multilinguals, the majority of which examines people without hearing loss who use more than one spoken language. Much less attention has been paid to cognitive differences associated with multilingualism in people who are DHH and people who use signed languages. This chapter briefly summarizes research describing differences in cognition between monolingual and multilingual oral language users without hearing loss, and then focuses on research comparing bimodal bilinguals (both DHH and hearing) with monolinguals and/or spoken-language multilinguals. Areas of cognition that are discussed include language processing, inhibition and selective attention, task switching, and working memory. In general, findings were inconclusive or inconsistent regarding a bilingual advantage or disadvantage in cognitive processes for bimodal bilinguals. However, the evidence base was limited and further research is essential if stronger conclusions are to be drawn.","PeriodicalId":286994,"journal":{"name":"The Oxford Handbook of Deaf Studies in Learning and Cognition","volume":"1 1","pages":"0"},"PeriodicalIF":0.0,"publicationDate":"2020-06-08","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"126407408","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":0,"RegionCategory":"","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}

引用次数: 3

Theory of Mind 心理理论

The Oxford Handbook of Deaf Studies in Learning and Cognition Pub Date : 2020-06-08 DOI: 10.1093/oxfordhb/9780190054045.013.24

Stacey L. Tucci, Susan R. Easterbrooks

引用次数: 1

How Early Auditory Experience Affects Children’s Ability to Learn Spoken Words 早期听觉经验如何影响儿童学习口语的能力

The Oxford Handbook of Deaf Studies in Learning and Cognition Pub Date : 2020-06-08 DOI: 10.1093/oxfordhb/9780190054045.013.16

D. Houston, Chi-hsin Chen, Claire D. Monroy, Irina Castellanos

引用次数: 6

Executive Function, Memory, and Literacy in Deaf Learners 失聪学习者的执行功能、记忆和读写能力

The Oxford Handbook of Deaf Studies in Learning and Cognition Pub Date : 2020-06-08 DOI: 10.1093/oxfordhb/9780190054045.013.30

D. Morere

引用次数: 0

Triggering, Configuration, and Engagement 触发、配置和接合

The Oxford Handbook of Deaf Studies in Learning and Cognition Pub Date : 2020-06-08 DOI: 10.1093/oxfordhb/9780190054045.013.5

E. Lund

{"title":"Triggering, Configuration, and Engagement","authors":"E. Lund","doi":"10.1093/oxfordhb/9780190054045.013.5","DOIUrl":"https://doi.org/10.1093/oxfordhb/9780190054045.013.5","url":null,"abstract":"Word learning and vocabulary knowledge, although related, represent distinct constructs. The process by which a child learns new words will affect both the quantity of words learned and the quality of word representations in a child’s lexicon. Children with normal hearing experience predictable patterns of learning via the processes of triggering, configuration, and engagement. Children with hearing loss may experience, for various reasons, disruptions at all three levels. Those difficulties with the process of word learning may then lead to delays and differences in vocabulary knowledge, with cascading effects on other linguistic and academic skill development. Cultivating an understanding of how hearing loss affects not only vocabulary outcomes but also word-learning processes in children with hearing loss may provide avenues for future educational interventions that interrupt the adverse consequences of poor lexical knowledge. This chapter addresses the process of spoken word learning in children with normal hearing and the ways in which hearing loss affects this the subprocesses of triggering, configuration and engagement. The consequences of word-learning differences on other later-developing skills, such as phonological awareness, are discussed.","PeriodicalId":286994,"journal":{"name":"The Oxford Handbook of Deaf Studies in Learning and Cognition","volume":"43 6","pages":"0"},"PeriodicalIF":0.0,"publicationDate":"2020-06-08","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"120850820","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":0,"RegionCategory":"","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}

引用次数: 0

Changing Perspectives for the 21st Century 21世纪不断变化的视角

The Oxford Handbook of Deaf Studies in Learning and Cognition Pub Date : 2020-06-08 DOI: 10.1093/oxfordhb/9780190054045.013.22

Karen L. Kritzer, Chad E. Smith

引用次数: 0

The Influence of Explicit and Implicit Memory Processes on the Spoken–Written Language Learning of Children with Cochlear Implants 外显和内隐记忆过程对人工耳蜗儿童口语-书写体学习的影响

The Oxford Handbook of Deaf Studies in Learning and Cognition Pub Date : 2020-06-08 DOI: 10.1093/oxfordhb/9780190054045.013.18

B. Arfé, A. Fastelli

{"title":"The Influence of Explicit and Implicit Memory Processes on the Spoken–Written Language Learning of Children with Cochlear Implants","authors":"B. Arfé, A. Fastelli","doi":"10.1093/oxfordhb/9780190054045.013.18","DOIUrl":"https://doi.org/10.1093/oxfordhb/9780190054045.013.18","url":null,"abstract":"Recent improvements in cochlear implants (CIs) and hearing aid technology are providing deaf children better access to sounds, yet many children with CIs and digital hearing aids continue to experience significant difficulties in verbal language learning, reading, and writing. It has been shown that explicit and intentional memory processes, like verbal rehearsal or semantic organizational strategies, can explain the language and literacy outcomes of CI and hearing aid users. More recently, however, researchers have suggested also an involvement of implicit memory, and particularly implicit sequence learning (SL), in the language and literacy delay of these children. This chapter reviews and discusses studies bringing evidence of the involvement of inefficient explicit memory processes and implicit SL in the language and literacy development of children with CIs. It is argued that the interaction between explicit and implicit memory processes (verbal rehearsal and implicit SL) can better account for CI users’ problems with language and literacy acquisition.","PeriodicalId":286994,"journal":{"name":"The Oxford Handbook of Deaf Studies in Learning and Cognition","volume":"23 1","pages":"0"},"PeriodicalIF":0.0,"publicationDate":"2020-06-08","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"128305865","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":0,"RegionCategory":"","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}

引用次数: 1

Theory of Mind and Conversation in Deaf and Hearing Children 聋儿和听障儿童的心理理论和对话

The Oxford Handbook of Deaf Studies in Learning and Cognition Pub Date : 2020-06-08 DOI: 10.1093/oxfordhb/9780190054045.013.13

C. Peterson

引用次数: 7

Deaf Studies in Learning and Cognition 聋人学习与认知研究

The Oxford Handbook of Deaf Studies in Learning and Cognition Pub Date : 2020-06-08 DOI: 10.1093/oxfordhb/9780190054045.013.28

M. Marschark, H. Knoors

引用次数: 5

Cognitive Development 认知发展

The Oxford Handbook of Deaf Studies in Learning and Cognition Pub Date : 2020-06-08 DOI: 10.1093/oxfordhb/9780190054045.013.7

L. Edwards, Peter K. Isquith

引用次数: 1