Visual sequential processing and language ability in children who are deaf or hard of hearing

Michelle A. Gremp; Joanne A. Deocampo; Anne M. Walk; Christopher M. Conway

doi:10.1017/S0305000918000569

Visual sequential processing and language ability in children who are deaf or hard of hearing

Michelle A. Gremp, Joanne A. Deocampo, Anne M. Walk, Christopher M. Conway

Research output: Contribution to journal › Article › peer-review

11 Scopus citations

Abstract

This study investigated the role of sequential processing in spoken language outcomes for children who are deaf or hard of hearing (DHH), ages 5;3-11;4, by comparing them to children with typical hearing (TH), ages 6;3-9;7, on sequential learning and memory tasks involving easily nameable and difficult-To-name visual stimuli. Children who are DHH performed more poorly on easily nameable sequencing tasks, which positively predicted receptive vocabulary scores. Results suggest sequential learning and memory may underlie delayed language skills of many children who are DHH. Implications for language development in children who are DHH are discussed.

Original language	English (US)
Pages (from-to)	785-799
Number of pages	15
Journal	Journal of Child Language
Volume	46
Issue number	4
DOIs	https://doi.org/10.1017/S0305000918000569
State	Published - Jul 1 2019
Externally published	Yes

Keywords

language development
learning cognition
memory
visual processes

ASJC Scopus subject areas

Language and Linguistics
Experimental and Cognitive Psychology
Developmental and Educational Psychology
Linguistics and Language
Psychology(all)

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10.1017/S0305000918000569

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title = "Visual sequential processing and language ability in children who are deaf or hard of hearing",

abstract = "This study investigated the role of sequential processing in spoken language outcomes for children who are deaf or hard of hearing (DHH), ages 5;3-11;4, by comparing them to children with typical hearing (TH), ages 6;3-9;7, on sequential learning and memory tasks involving easily nameable and difficult-To-name visual stimuli. Children who are DHH performed more poorly on easily nameable sequencing tasks, which positively predicted receptive vocabulary scores. Results suggest sequential learning and memory may underlie delayed language skills of many children who are DHH. Implications for language development in children who are DHH are discussed.",

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AU - Deocampo, Joanne A.

AU - Walk, Anne M.

AU - Conway, Christopher M.

PY - 2019/7/1

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AB - This study investigated the role of sequential processing in spoken language outcomes for children who are deaf or hard of hearing (DHH), ages 5;3-11;4, by comparing them to children with typical hearing (TH), ages 6;3-9;7, on sequential learning and memory tasks involving easily nameable and difficult-To-name visual stimuli. Children who are DHH performed more poorly on easily nameable sequencing tasks, which positively predicted receptive vocabulary scores. Results suggest sequential learning and memory may underlie delayed language skills of many children who are DHH. Implications for language development in children who are DHH are discussed.

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KW - learning cognition

KW - memory

KW - visual processes

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Visual sequential processing and language ability in children who are deaf or hard of hearing

Abstract

Keywords

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