Mass Failure in English Language
2002 Elsevier Science B.V. All rights reserved Handbook of Neuropsychology, 2nd Edition, Vol. 8, Part II S.J. Segalowitz and I. Rapin (Eds)
CHAPTER 4
Cognitive development in deaf children: the interface of language and perception in neuropsychology
Rachel I. Mayberry *
School of Communication Sciences and Disorders, McGill University, 1266 Pine Avenue West, Montreal, PQ H3G 1A8, Canada
Introduction What does the sense of hearing contribute to human development? To answer the question, we must ask what the sense of hearing gives the child. Hearing gives the child the acoustic correlates of the physical world: approaching footsteps, dog barks, car horns, and the pitter-patter of rain. Hearing also allows the child to revel in the patterned complexity of a Beethoven symphony or a mother’s lullaby. Children who are born deaf clearly miss a great deal. However, hearing conveys much more to the growing child than the acoustics of the physical world. Hearing is the sensory modality through which children perceive speech — the universe of talk that ties individuals, families and societies together. Children born with bilateral hearing losses that are severe (70–89 dB loss) or profound (>90 dB loss) are referred to as deaf. They cannot hear conversational speech (approximately 60 dB) and consequently do not spontaneously learn to talk. Indeed, not talking at the right age is one of the first signs that a child cannot hear. The primary consequence of childhood deafness is that it blocks the development of spoken language — both the acts of speaking and comprehending. This fact leads us to ask what spoken language contributes to the child’s cognitive development. Be-
∗
Corresponding author. Tel.: +1-514-398-4141; E-mail: rachel.mayberry@mcgill.ca
cause deafness impedes the development of spoken language, we must ask whether complex and logical thought can develop in the absence of spoken language. Can the child develop ‘inner thought’ or working memory
CHAPTER 4
Cognitive development in deaf children: the interface of language and perception in neuropsychology
Rachel I. Mayberry *
School of Communication Sciences and Disorders, McGill University, 1266 Pine Avenue West, Montreal, PQ H3G 1A8, Canada
Introduction What does the sense of hearing contribute to human development? To answer the question, we must ask what the sense of hearing gives the child. Hearing gives the child the acoustic correlates of the physical world: approaching footsteps, dog barks, car horns, and the pitter-patter of rain. Hearing also allows the child to revel in the patterned complexity of a Beethoven symphony or a mother’s lullaby. Children who are born deaf clearly miss a great deal. However, hearing conveys much more to the growing child than the acoustics of the physical world. Hearing is the sensory modality through which children perceive speech — the universe of talk that ties individuals, families and societies together. Children born with bilateral hearing losses that are severe (70–89 dB loss) or profound (>90 dB loss) are referred to as deaf. They cannot hear conversational speech (approximately 60 dB) and consequently do not spontaneously learn to talk. Indeed, not talking at the right age is one of the first signs that a child cannot hear. The primary consequence of childhood deafness is that it blocks the development of spoken language — both the acts of speaking and comprehending. This fact leads us to ask what spoken language contributes to the child’s cognitive development. Be-
∗
Corresponding author. Tel.: +1-514-398-4141; E-mail: rachel.mayberry@mcgill.ca
cause deafness impedes the development of spoken language, we must ask whether complex and logical thought can develop in the absence of spoken language. Can the child develop ‘inner thought’ or working memory
References: Ch. 4 209–221, 1990 QUERIES: ?#1: Geers and Moog (1988) not in the reference list. (page 87) ?#2: Geers and Moog (1988) not in the reference list. (page 87) ?#3: Please update (page 104) 107