Development of Deaf and Hard-Of-Hearing Students Executive Function

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1 Oxford Scholarship Online You are looking at of 1914 items for: keywords : Manilius psydev Development of Deaf and Hard-Of-Hearing Students Executive Function Peter C. Hauser, Jennifer Lukomski, and Tara Hillman acprof:oso/ Executive function (EF) makes up the higher-order cognitive processes responsible for metacognition and behavior regulation, including the control of attention and impulses. The brain development of EF begins before birth and continues until early adulthood. This chapter discusses the environmental factors that affect the development of EF, the research on deaf and hard-of-hearing (DHH) children's and adults' EF, and recommendations for classroom applications to facilitate EF development among DHH students. It is shown that EF is influenced by environmental factors such as language use at home and in the school. Deaf individuals' EF appears to be able to develop following the expected milestones if they receive effective access to language during the first few years of life and are trained how to use their eyes more effectively than hearing individuals to learn from their environment. Language Comprehension and Learning by Deaf Students Marc Marschark and Loes Wauters acprof:oso/ This chapter explores the possibility that interactions between language comprehension and cognition underlie the differences and challenges observed in learning by deaf students at a more basic level than has been considered previously. It argues that in addition to the need to understand individual differences and the cognitive tools underlying Page 1 of 5

2 learning, basic issues of language and cognition must be understood and resolved to optimize educational opportunities for deaf students. A Model of Learning Within an Interpreted K 12 Educational Setting Brenda Schick acprof:oso/ Educational interpreting emerged as a profession in the US in 1974, with the implementation of the first federal law protecting the educational rights of children receiving special services. However, there is little published data on how many DHH students use an educational interpreter. This chapter presents an overview of the range of skills and factors that would influence how much and how well a child would learn within an interpreted education standards for educational interpreters. Topics discussed include skill levels for educational interpreters, interpreter training programs and performance, and a model of learning within an interpreted education. Approaches to Studying Among Deaf Students in Higher Education John T. E. Richardson acprof:oso/ This chapter focuses on the study approaches of deaf students. It begins by reviewing established research literature on how students set about learning in higher education, focusing on the extent to which students' approaches to learning are affected, on the one hand, by their perceptions of their academic context and, on the other hand, by their conceptions of learning and of themselves as learners. It then examines the approaches to studying adopted by deaf students being taught in mainstream contexts. It argues that deaf students are more likely than are hearing students to hold a reproductive conception of learning that regards learning in higher education simply as a process of memorizing new information. It also contends that sign language interpreters adopt Page 2 of 5

3 a reproductive conception of interpreting that can undermine instructors' attempts to adopt student-centered approaches to teaching and that promotes a reproductive conception of learning in their students. A New Research Agenda for Writing-to-Learn: Embedding Cognition in Discipline Lisa M. Hermsen and Scott V. Franklin acprof:oso/ This chapter proposes a research agenda that would gather methodologies from cognitive development process research, sociocognitive research, and genre-analysis research to provide a coherent and comprehensive understanding of writing in the university curriculum. It argues for the application of these methodologies to writing instruction in deaf education. This approach would require studying the cognitive underpinnings of deaf writers and accounting for different process models. Writing instruction would target writing processes with special emphasis on planning and revising so that deaf writers acquire the metarhetorical awareness to cope with genre constraints from discipline to discipline. What We Know and What We Don t Know About Cognition and Deaf Learners Peter C. Hauser and Marc Marschark acprof:oso/ This chapter has two goals. First, it puts the idea of deaf cognition into a larger historical and theoretical context. Second, it considers specific foundations and outcomes of growing up deaf that reflect real differences between deaf and hearing individuals in today's world as well as differences among deaf individuals. These discussions can point the way toward a more comprehensive scientific understanding of human cognition and development, and better ways to optimize the educational and personal success of deaf learners of all ages. Page 3 of 5

4 Learning and Memory: Like a Horse and Carriage Patricia J. Bauer acprof:oso/ This chapter explores the relations between learning and memory early in life. It discusses some of the methods used to test learning and memory in infancy and the characteristics of the cognitive products that result from participation in the tasks. The mnemonic processes that occur after learning and their neural substrate are also considered. The implications of these processes for the otherwise tight relations between learning and memory are discussed. What Can Statistical Learning Tell Us About Infant Learning? Jenny R. Saffran acprof:oso/ This chapter uses statistical learning as a model system to consider broader issues and implications pertaining to the role of learning in development. Statistical learning is an old idea, with roots in mid-20thcentury fields of inquiry as diverse as structural linguistics, early neuroscience, and operant conditioning paradigms. Two broad claims underlie the statistical learning literature. First, important structures in the environment are mirrored by surface statistics. Second, organisms are in fact sensitive to these patterns in their environments. This combination of environmental structure and learning mechanisms that can exploit this structure is the central tenet of theories focused on learning in this case, the potent combination of informative statistics in the input paired with processes that can make use of such statistics. Developmental Origins of Object Perception Scott P. Johnson Page 4 of 5

5 acprof:oso/ This chapter begins with a discussion of the illustrates four key steps that the visual system follows in perceiving objects: (1) segmentation of the visual scene into its components, components that are discriminable by virtue of differences in color, luminance, texture, distance, shape, orientation, and motion; (2) assembly of the components derived from Step 1 into units; (3) perception of the units as continuous across space and time; and (4) deduction of the three-dimensional shape of the assembled units from limited views. The chapter presents data that bear principally on development of the second and third aspects of object perception: assembling visual fragments into units, and perceiving continuity across space and time. It posits a strong role for learning in achieving veridical object perception in the first several postnatal months: infants learn by doing (i.e., via development of eye movements) and infants learn by seeing (i.e., via exposure to objects in the environment). An Account of Infants Physical Reasoning Renée Baillargeon, Jie Li, Weiting Ng, and Sylvia Yuan acprof:oso/ This chapter presents an account of infants' physical reasoning. The account rests on two central claims. One is that infants' physical representations of events initially include only basic information and become increasingly richer and more detailed as infants gradually identify relevant variables. The other claim is that infants primarily learn what information to include in their physical representations, not how to interpret this information once represented. Infants' core knowledge provides a causal framework for interpreting both the basic and the variable information infants include in their physical representations. Page 5 of 5