Language not auditory experience is related to parent-reported executive functioning in preschool-aged deaf and hard-of-hearing children |
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| Authors: | Corina Goodwin Emily Carrigan Kristin Walker Marie Coppola |
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| Affiliation: | 1. Department of Linguistics, University of Connecticut, Storrs, Connecticut, USA;2. Department of Psychological Sciences, University of North Carolina, Greensboro, North Carolina, USA;3. The Connecticut Institute for the Brain and Cognitive Sciences, Storrs, Connecticut, USA |
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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 (Mage = 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 (β = .061–.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. |
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