False Belief Development in Children Who Are Hard of Hearing Compared With Peers With Normal Hearing

Walker, Elizabeth; Ambrose, Sophie E.; Oleson, Jacob; Moeller, Mary Pat

doi:10.1044/2017_jslhr-l-17-0121

Cited by 23 publications

(19 citation statements)

References 85 publications

(123 reference statements)

Supporting

Mentioning

Contrasting

Unclassified

Order By: Relevance

“…Increased experience with linguistic input will result in more efficient language processing skills, whereas reduced auditory access will exacerbate risk for language delays. We have evidence to support this inconsistent access hypothesis in the areas of speech perception (McCreery, Walker, Spratford, Oleson, et al, 2015), global language development (Ambrose, Walker, Unflat-Berry, Oleson, & Moeller, 2015), morphosyntactic development (Koehlinger, Van Horne, & Moeller, 2013), and understanding of false belief (Walker, Ambrose, Oleson, & Moeller, 2017). This article was the first from the OCHL study to specifically examine whether auditory access impacts vocabulary knowledge.…”

Section: Factors Associated With Vocabulary Breadth and Depth In Chhmentioning

confidence: 91%

Linear Mixed-Model Analysis to Examine Longitudinal Trajectories in Vocabulary Depth and Breadth in Children Who Are Hard of Hearing

Walker

Redfern

Oleson

2019

J Speech Lang Hear Res

Self Cite

View full text Add to dashboard Cite

Purpose Children who are hard of hearing (CHH) tend to have reduced vocabularies compared to children with normal hearing (CNH). Prior research on vocabulary skills in children with hearing loss has focused primarily on their breadth of knowledge (how many words are known). Depth of vocabulary knowledge (how well words are known) is not well documented for CHH. The current study used linear mixed models (LMMs) to investigate growth trajectories of vocabulary depth and breadth in CHH relative to age-matched CNH. Method Participants for this study included 155 children (93 CHH, 62 CNH) enrolled in a longitudinal study. Examiners administered a standardized measure of vocabulary knowledge at ages 7, 8, and 9 years. We constructed multiple LMMs with fixed effects for group and age. The models included various combinations of random intercepts for subject and item and random slope for age. Results For depth, CHH showed significant and stable deficits compared to CNH over time. For breadth, CNH showed greater vocabulary breadth, but the group differences diminished with age. For CHH, higher aided audibility, age, and maternal educational level were associated with greater vocabulary breadth and depth. Age at hearing aid fitting was not. Conclusions A major advantage of using LMM is that it allowed us to cope with missing data points while still accounting for variability within and across participants. Assessment of both vocabulary breadth and depth may be useful in identifying school-age CHH who are at risk of delays in language outcomes.

show abstract

Section: Factors Associated With Vocabulary Breadth and Depth In Chhmentioning

confidence: 91%

Linear Mixed-Model Analysis to Examine Longitudinal Trajectories in Vocabulary Depth and Breadth in Children Who Are Hard of Hearing

Walker

Redfern

Oleson

2019

J Speech Lang Hear Res

Self Cite

View full text Add to dashboard Cite

show abstract

“…Despite the improvements in early identification and intervention, some children with hearing loss (CHL) still lag behind children with normal hearing (CNH) in language ( McCreery et al, 2015 , Moeller et al, 2007 , Tomblin et al, 2015 , Tomblin et al, 2014 , Walker et al, 2020 ), cognitive ( Caudle et al, 2014 , Dye and Hauser, 2014 , Nittrouer et al, 2017 , Nittrouer et al, 2013 ), academic ( Khairi Md Daud et al, 2010 , Kouwenberg et al, 2012 , Theunissen et al, 2015 ), and psychosocial ( Dirks et al, 2017 , Netten et al, 2015a , Netten et al, 2015b , Theunissen et al, 2012 , Theunissen et al, 2014a , Theunissen et al, 2011 , Theunissen et al, 2015 , Walker et al, 2017 ) outcomes. It is important to note that these deficits are not universal; in fact, there is a considerable amount of variability in academic and language outcomes in CHL.…”

Section: Introductionmentioning

confidence: 99%

The impact of mild-to-severe hearing loss on the neural dynamics serving verbal working memory processing in children

Heinrichs‐Graham

Walker

Eastman

et al. 2021

NeuroImage: Clinical

Self Cite

View full text Add to dashboard Cite

Highlights Mild-to-severe hearing loss causes behavioral delays in language and working memory. How hearing loss changes the neural dynamics serving working memory is unknown. Working memory encoding and maintenance-related neural responses were compared. Children with hearing loss showed increased compensatory right-hemisphere activity. Fronto-parietal phase-specific activity was related to verbal intelligence scores.

show abstract

“…Consequently, ToM in DHH children has been studied since Peterson and Siegal’s (1995, 1999) research showed impaired false-belief understanding as a marker of mental-state understanding. The accumulating research, with few exceptions (e.g., Jones, Gutierrez, & Ludlow, 2015), shows ToM delays in DHH children with hearing parents (Peterson & Wellman, 2019; Walker, Ambrose, Oleson, & Moeller, 2017) and, as in language acquisition, not in those with deaf parents (i.e., native signers; Schick, De Villiers, De Villiers, & Hoffmeister, 2007). Some researchers have found that DHH children of hearing parents achieve an understanding of false belief between the ages of 7 and 8 years (e.g., Schick et al, 2007) of the sort that typically developing children develop at 4 and 5 years; others have found even larger delays (e.g., Marschark, Edwards, Peterson, Crowe, & Walton, 2018; Peterson, Wellman, & Liu, 2005).…”

mentioning

confidence: 99%

Theory-of-Mind Development in Young Deaf Children With Early Hearing Provisions

Stanzione

Wellman

et al. 2020

Psychol Sci

View full text Add to dashboard Cite

Deaf and hard-of-hearing (DHH) children born to hearing parents have profound theory-of-mind (ToM) delays, yet little is known about how providing hearing assistance early in life, through cochlear implants and hearing aids, influences their ToM development. We thus addressed (a) whether young DHH children with early hearing provision developed ToM differently than older children did in previous research and (b) what ToM understandings characterize this understudied population. Findings from 84 three- to six-year-old DHH children primarily acquiring spoken language demonstrated that accumulated hearing experience influenced their ToM, as measured by a five-step ToM scale. Moreover, language abilities mediated this developmental relationship: Children with more advanced language abilities, because of more time using cochlear implants and hearing aids, had better ToM growth. These findings demonstrate the crucial relationships among hearing, language, and ToM for DHH children acquiring spoken language, thereby addressing theoretical and practical questions about ToM development.

show abstract

False Belief Development in Children Who Are Hard of Hearing Compared With Peers With Normal Hearing

Cited by 23 publications

References 85 publications

Linear Mixed-Model Analysis to Examine Longitudinal Trajectories in Vocabulary Depth and Breadth in Children Who Are Hard of Hearing

Linear Mixed-Model Analysis to Examine Longitudinal Trajectories in Vocabulary Depth and Breadth in Children Who Are Hard of Hearing

The impact of mild-to-severe hearing loss on the neural dynamics serving verbal working memory processing in children

Theory-of-Mind Development in Young Deaf Children With Early Hearing Provisions

Contact Info

Product

Resources

About