Working Memory and Childhood Deafness

doi:10.1017/9781108955638.042

35 - Working Memory and Childhood Deafness

from Part VI - Language Disorders, Interventions, and Instruction

Published online by Cambridge University Press: 08 July 2022

Gary Morgan

Edited by

John W. Schwieter and

Zhisheng (Edward) Wen

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John W. Schwieter: Affiliation:
Wilfrid Laurier University
Zhisheng (Edward) Wen: Affiliation:
Hong Kong Shue Yan University

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Summary

This chapter focuses on how working memory develops in children who are born deaf. It includes studies of deaf users of spoken and signed languages from within the medical and social models of deafness. It also reviews how differences in working memory capacity have been explained between deaf and hearing children. It reviews the role of auditory function in the establishment of working memory, as well as consideration of language as a mediator. It concludes with a proposal that deafness leads to disrupted early exposure to language and reduced subvocal rehearsal abilities, which both impact on the operation of the working memory system.

Keywords

Deafness development language delay inner speech sign language

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Type: Chapter
Information: The Cambridge Handbook of Working Memory and Language , pp. 801 - 819

DOI: https://doi.org/10.1017/9781108955638.042 [Opens in a new window]

Publisher: Cambridge University Press

Print publication year: 2022

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