Language Not Auditory Experience is Related to Parent-reported Executive Functioning in Preschool-aged Deaf and Hard-of-hearing Children

Overview

Journal Child Dev

Specialty Pediatrics

Date 2021 Oct 11

PMID 34633656

Citations 5

Authors

Corina Goodwin

Emily Carrigan

Kristin Walker

Marie Coppola

Affiliations

Soon will be listed here.

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 (M = 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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