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) |
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Pages (from-to) | 785-799 |
Number of pages | 15 |
Journal | Journal of Child Language |
Volume | 46 |
Issue number | 4 |
DOIs | |
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)