Social Maturity and Executive Function Among Deaf Learners

Abstract

Two experiments examined relations among social maturity, executive function, language, and cochlear implant (CI) use among deaf high school and college students. Experiment 1 revealed no differences between deaf CI users, deaf nonusers, and hearing college students in measures of social maturity. However, deaf students (both CI users and nonusers) reported significantly greater executive function (EF) difficulties in several domains, and EF was related to social maturity. Experiment 2 found that deaf CI users and nonusers in high school did not differ from each other in social maturity or EF, but individuals who relied on sign language reported significantly more immature behaviors than deaf peers who used spoken language. EF difficulties again were associated with social maturity. The present results indicate that EF and social maturity are interrelated, but those relations vary in different deaf subpopulations. As with academic achievement, CI use appears to have little long-term impact on EF or social maturity. Results are discussed in terms of their convergence with findings related to incidental learning and functioning in several domains.

Psychosocial Outcomes in Long-Term Cochlear Implant Users

“…Associations between psychosocial functioning and EF have been previously reported in studies of children, adolescents, and young adults with CIs. For example, Barker et al (2009) and Marschark et al (2017) found that EF delays may underlie specific areas of maladaptive psychosocial functioning. Parents of pediatric CI candidates report that their deaf children (under 5 years of age and on track for cochlear implantation) display aggressive behaviors within age-appropriate limits (Barker et al 2009).…”

“…Barker et al (2009) also found that behavioral measures of sustained attention (a core executive function) significantly predicted parent-reported internalizing behaviors. Marschark et al (2017) reports that deaf adolescents and young adults (with and without CIs) do not significantly differ from their NH peers with respect to social maturity. However, these deaf individuals did differ on several domains of EF, and delays in attention and visual–spatial organization specifically were related to social immaturity in CI users.…”

“…Social maturity, a construct that includes the understanding and use of age-appropriate social skills, has also been linked with EF. More recently, Marschark et al (2017) found that poor self-reported EF skills were associated with more immature behaviors in high school and college-aged deaf students with and without CIs. Taken together, the studies reviewed earlier suggest that individual variability in psychosocial functioning is high among CI candidates and young CI users, and that children and adolescents with language and EF delays appear to be more vulnerable to psychosocial difficulties than their typically developing NH peers.…”

Numerical and real-world estimation abilities of deaf and hearing college students

“…The original LEAF was a parent-report measure. The present study used a language-revised, self-report version of the instrument designed and validated for use with deaf and hearing college students by Marschark, Kronenberger, et al (2016).…”

فاعلیة برنامج تدریبی قائم على الوظائف التنفیذیة فی تحسین مستوى التنظیم الانفعالی والمعرفیة الاجتماعیة لدى الأطفال المعاقین سمعیاً

“…( ‫ثٚ‬ ‫ٝأُؾ٤ط٤ٖ‬ ‫أهواٗٚ‬ ‫ٓغ‬ ‫ا٫عزٔبػ٢‬ ‫اُزلبػَ‬ ‫ك٢‬ ‫ٝٙؼق‬ ‫اًَُِٞ٤خ‬ ‫أٌُْ٬د‬ ٖٓ ‫اٌُض٤و‬ Botting et al, 2017;Hintermair, 2013;Marschark et al, 2017 . ) ‫ا٫ٗلؼبُ٢‬ ‫اُز٘ظ٤ْ‬ ‫ٝ٣ؼزجو‬ Emotional regulation ‫ا٫ٗلؼبُ٢‬ ‫اُ٘ٔٞ‬ ‫ٗظبّ‬ ‫كافَ‬ ‫ر٘ٔٞ‬ ‫ٓؼولح‬ ‫ػِٔ٤خ‬ ‫اُز٢‬ ‫ا٫ٗلؼب٫د‬ ‫ػِ٠‬ ‫ثبُزؼوف‬ ‫ُِلوك‬ ‫٣َٔؼ‬ ‫ؽ٤ش‬ ‫اُِلظ٢،‬ ‫ؿ٤و‬ ‫اُزٞإَ‬ ‫ك٢‬ ‫أٍبٍ٢‬ ‫ػٖ٘و‬ ٞٛٝ ‫ُِلوك،‬ ‫اُْبَٓ‬ ‫ٝرل‬ ‫ا٥فو٣ٖ‬ ‫اٗلؼب٫د‬ ‫كْٜ‬ ‫رزٖٚٔ‬ ‫ًٔب‬ ‫ٓؼٜب،‬ ‫ٝاُزؼبَٓ‬ ‫ػٜ٘ب‬ ‫اُزؼج٤و‬ ‫٣زْ‬ ‫ثٜب،‬ ‫ٝاُز٘جإ‬ ‫ٝرٖوكبرْٜ‬ ‫أػٔبُْٜ‬ ‫َ٤و‬ ‫ػِ٠‬ ‫مُي‬ ‫٣٘طٞ١‬ ‫ٝهل‬ ‫رغبْٜٛ.‬ ‫ٝاُلؼبُخ‬ ‫أُ٘بٍجخ‬ ‫ا٧كؼبٍ‬ ‫ثوكٝك‬ ‫ٝاُو٤بّ‬ ‫ُِلوك،‬ ‫ا٫ٗلؼبُ٤خ‬ ‫اُؾبُخ‬ ‫ػِ٠‬ ‫ٝاَُ٤طوح‬ ‫اُقٞف‬ ‫أٝ‬ ‫اُؾيٕ‬ ‫ػ٬ٓبد‬ ‫ئفلبء‬ ‫أٝ‬ ‫اُوِن،‬ ‫أٝ‬ ‫اُـٚت‬ ‫ُزوِ٤َ‬ ‫ٕؼت‬ ‫ٓٞهق‬ ‫ك٢‬ ‫اُزلٌ٤و‬ ‫ئػبكح‬ ‫ٓضَ‬ ‫ًٍِٞ٤بد‬ ‫أ‬ ‫ػِ٠‬ ‫اُزوً٤ي‬ ‫أٝ‬ ‫أُوئ٤خ،‬ ‫اُٜلٝء‬ ‫أٝ‬ ‫ثبَُؼبكح‬ ‫اُْؼٞه‬ ‫ٍجبة‬ (Soltanifar et al, 2018) ‫اُز٘ظ٤ْ‬ ‫٣ؼل‬ ‫ًٔب‬ .…”