Abstract
Working Memory in Deaf Children Is Explained by the Developmental Ease of Language Understanding (D-ELU) Model.
Highlights
Linnaeus Centre HEAD, Swedish Institute for Disability Research, Department of Behavioural Sciences and Learning, Linköping University, Linköping, Sweden
All three groups performed two executively demanding nonverbal working memory tasks as well as an expressive vocabulary test and a narration task based on a filmed scenario enacted in British Sign Language (BSL)
This model proposes that when adverse listening conditions such as hearing impairment or background noise give rise to mismatch between the incoming language signal and cognitive representations, engagement of explicit working memory mechanisms is triggered
Summary
Deaf children’s non-verbal working memory is impacted by their language experience. Marshall et al (2015) studied this issue by investigating working memory and its relation to language processing in two different groups of deaf children: native users of British Sign Language (BSL) and non-native BSL users, as well as in a control group of typically developing children with no hearing difficulties and no knowledge of sign language.
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