Relations of social maturity, executive function, and self-efficacy among deaf university students

Marschark, Marc; Walton, Dawn; Crowe, Kathryn; Borgna, Georgianna; Kronenberger, William G.

doi:10.1080/14643154.2018.1474330

Cited by 7 publications

(5 citation statements)

References 40 publications

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“…Both first-order and second-order false belief tasks also involve sequential processing, as performance depends on recognition and retention of sequences of events. Several studies have suggested that hearing individuals generally outperform deaf individuals, both CI users and nonusers, on tasks requiring sequential processing, such as recall of sequentially-presented verbal or nonverbal information (Dawson, Busby, McKay, & Clark, 2002;Kronenberger et al, 2014;Marshall et al, 2015), although here again, findings are inconsistent (e.g., Edwards & Anderson, 2014;Marschark, Walton, Crowe, Borgna, & Kronenberger, 2018). The extent to which sequential processing skill is associated with performance on ToM tasks apparently has not been investigated previously with either deaf or hearing individuals.…”

Section: The Present Studymentioning

confidence: 78%

“…While it may be that some aspects of social competency, such as social maturity and social confidence, do not differ between deaf young adults as a function of sign language or CI use (e.g., Antia & Kreimeyer, 2015;Marschark et al, 2017;Marschark, Walton, et al, 2018), these attributes may rely less on advanced cognitive skills than does ToM understanding. For social maturity and social confidence, the incidental learning from interactions with family, peers, and others to whom deaf children and young adults have had access may be sufficient to facilitate typically-developing social skills in early childhood, even if not at an equivalent pace to that of hearing peers.…”

Section: Discussionmentioning

confidence: 99%

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Understanding Theory of Mind in Deaf and Hearing College Students

Marschark

Edwards

Peterson

et al. 2018

The Journal of Deaf Studies and Deaf Education

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Theory of Mind-the understanding that people have thoughts, wants, and beliefs that influence their interpersonal behavior -is an aspect of social cognition that develops with consistent, increasing complexity across age groups, languages, and cultures. Observed delays in theory of mind development among deaf children and others has led to a conversational account of theory of mind development and its delays in terms of the nature and amount of social communication experienced by children directly (conversationally) and indirectly (via overhearing). The present study explored theory of mind in deaf young adults by evaluating their understanding of sarcasm and advanced false belief (second-order false belief and double bluff), as well as related cognitive abilities. Consistent with previous studies, deaf participants scored significantly below hearing peers on all three theory of mind tasks. Performance was unrelated to their having had early access to social communication via either sign language (from deaf parents) or spoken language (through cochlear implants), suggesting that deaf participants' performance was not solely a function of access to social communication in early childhood. The finding of different predictors of theory of mind performance for deaf and hearing groups is discussed in terms of its language, social, and cognitive foundations.Theory of Mind (ToM), a key facet of social cognition, has been studied by developmental psychologists for decades (for reviews, see Wellman, 2011Wellman, , 2014 and is of broad interest to other disciplines (e.g., cognitive science, philosophy). In their seminal study, Premack and Woodruff (1978) defined ToM as the ability to "impute mental states to self and others" and to cognitively reason about these unobservable states (e.g., belief, knowledge, thinking) to "make predictions about the behavior of self and others" (p. 515). ToM thus involves "meta-representational development" (Baron-Cohen, Leslie, & Frith, 1985) and is "theory-like" in that it makes empirically testable predictions based on metacognitive reasoning about beliefs. As Garfield, Peterson, and Perry (2001) explained: "theory of mind is the cognitive achievement that enables us to report our propositional attitudes [thoughts], to attribute such attitudes to others, and to use such postulated or observed mental states in the prediction and explanation of behavior" (p. 494). Defined in that way, it is clear that acquisition of a ToM is a cognitively complex developmental achievement that is distinct both conceptually and empirically from other, simpler social skills and attributes-like general sociability, intent and desire perception, emotion recognition and empathy-that do not require a meta-representation and are already present in some form by late infancy.ToM typically is assessed using false-belief tasks requiring the prediction of the behavior of protagonists who hold false beliefs that the person being tested does not share. When used with hearing children, false belief tasks normally are spok...

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Section: The Present Studymentioning

confidence: 78%

Section: Discussionmentioning

confidence: 99%

Understanding Theory of Mind in Deaf and Hearing College Students

Marschark

Edwards

Peterson

et al. 2018

The Journal of Deaf Studies and Deaf Education

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“… ✓ Maki-Torkko et al, 2015 [ 105 ] Qualitative Sweden, hospital Survey post-CI between Nov 2008 and April 2011 Adults ≥ 18 years and unilateral implants between Feb 1992 and Jan 2010 (mean ± SD age = 66.0 ± 14.3 years, n = 101, men = 40 and women = 61). ✓ Marschark et al, 2018 [ 100 ] Cross-sectional USA, Rochester Institute of Technology (RIT) NR 115 with hearing loss (with CI = 49) and 80 hearing university students. ✓ Mertens et al, 2021 [ 61 ] Prospective cohort Australia, Belgium, Spain, Poland and UK, hospitals Test battery post-CI between April 2015 to August 2019 Older adults ≥ 55 years, mean ± SD age = 72 ± 7 years with CI (n = 24) and mean age = 73 ± 9 years without CI (n = 24).…”

Section: Resultsmentioning

confidence: 99%

“…There were positive improvements in social exchange such as being able to listen to significant others and having conversations with families or close friends. Marschark et al, 2018 [ 100 ] To examined relations among social maturity, executive function (EF), CI use, self-efficacy and communication skills among deaf university students. Executive function (cognitive and academic abilities) measured by the Learning, Executive, and Attention Functioning (LEAF) scale [ 126 , 127 ].…”

Section: Resultsmentioning

confidence: 99%

Cochlear implantation impact on health service utilisation and social outcomes: a systematic review

Bekele Okuba,

Lystad,

Boisvert

et al. 2023

BMC Health Serv Res

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Background Hearing loss can have a negative impact on individuals’ health and engagement with social activities. Integrated approaches that tackle barriers and social outcomes could mitigate some of these effects for cochlear implants (CI) users. This review aims to synthesise the evidence of the impact of a CI on adults’ health service utilisation and social outcomes. Methods Five databases (MEDLINE, Scopus, ERIC, CINAHL and PsychINFO) were searched from 1st January 2000 to 16 January 2023 and May 2023. Articles that reported on health service utilisation or social outcomes post-CI in adults aged ≥ 18 years were included. Health service utilisation includes hospital admissions, emergency department (ED) presentations, general practitioner (GP) visits, CI revision surgery and pharmaceutical use. Social outcomes include education, autonomy, social participation, training, disability, social housing, social welfare benefits, occupation, employment, income level, anxiety, depression, quality of life (QoL), communication and cognition. Searched articles were screened in two stages ̶̶̶ by going through the title and abstract then full text. Information extracted from the included studies was narratively synthesised. Results There were 44 studies included in this review, with 20 (45.5%) cohort studies, 18 (40.9%) cross-sectional and six (13.6%) qualitative studies. Nine studies (20.5%) reported on health service utilisation and 35 (79.5%) on social outcomes. Five out of nine studies showed benefits of CI in improving adults’ health service utilisation including reduced use of prescription medication, reduced number of surgical and audiological visits. Most of the studies 27 (77.1%) revealed improvements for at least one social outcome, such as work or employment 18 (85.7%), social participation 14 (93.3%), autonomy 8 (88.9%), education (all nine studies), perceived hearing disability (five out of six studies) and income (all three studies) post-CI. None of the included studies had a low risk of bias. Conclusions This review identified beneficial impacts of CI in improving adults’ health service utilisation and social outcomes. Improvement in hearing enhanced social interactions and working lives. There is a need for large scale, well-designed epidemiological studies examining health and social outcomes post-CI.

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“…EF are a group of cognitive processes that enable voluntary control of our behaviors, thoughts and emotions (Marschark et al, 2018). They support reading comprehension beyond the linguistic skills that have been demonstrated to be relevant to reading in adolescents with TH (Sesma et al, 2009).…”

mentioning

confidence: 99%

Specific EF-Related Tasks and Reading in Adolescents With Typical Hearing or a Cochlear Implant

Figueroa

Silvestre

Darbra

2020

Communication Disorders Quarterly

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The acquisition of effective reading comprehension for adolescents with cochlear implant (CI) in inclusive settings is crucial for ensuring the benefit of current traditional reading curricula and instructional practices. Executive functions (EF) are recognized as important cognitive processes during reading by students with typical hearing (TH). This study compared the relationship between EF and reading comprehension in adolescents with TH and CI. Three tests sessions were performed on two groups of adolescents between 12 and 16 years old (36 with CI and 54 with TH). Reading comprehension was assessed by a standardized reading battery and EF by computerized tests. The results indicated that adolescents with CI perform EF tasks with a similar efficiency as the TH group, but the performance of CI group on expository texts was lower than in TH students. Reading comprehension of expository texts was related to inhibition and shifting in adolescents with CI.

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Relations of social maturity, executive function, and self-efficacy among deaf university students

Cited by 7 publications

References 40 publications

Understanding Theory of Mind in Deaf and Hearing College Students

Understanding Theory of Mind in Deaf and Hearing College Students

Cochlear implantation impact on health service utilisation and social outcomes: a systematic review

Specific EF-Related Tasks and Reading in Adolescents With Typical Hearing or a Cochlear Implant

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