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In:Understanding Deafness, Language and Cognitive Development: Essays in honour of Bencie Woll
Edited by Gary Morgan
[Trends in Language Acquisition Research 25] 2020
► pp. 115–131

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Chapter 7
Links between language and cognitive development of deaf children

 | City University of London
 | University College London
 | City University of London
Published online: 26 February 2020
DOI logo with link
https://doi.org/10.1075/tilar.25.07mor
Abstract
This chapter weaves together work on early interaction between parents and children who are deaf or hard of hearing (DHH) with research on social-emotional development (Theory of Mind) and wider cognitive abilities (Executive Functions). We describe in detail why language input in sign or spoken language (or both together) facilitates the development of communication, language and cognitive skills using what has been termed the Language Scaffolding Hypothesis. The chapter concludes with a discussion of what research is required next to understand how the current language learning experiences of DHH children – the majority who will have a cochlear implant and hearing parents – can promote both language and cognitive development.
Article outline
  • 1.Introduction
  • 2.What is the impact of deafness on language development?
  • 3.Language for cognitive development: Theory of Mind and Executive Functions
  • 4.General conclusions
  • References
References (58)
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Cited by (1)

Cited by one other publication

Figueroa, Mario, Nicola Botting & Gary Morgan
2024. Language and executive function relationships in the real world: insights from deafness. Language and Cognition 16:4 ► pp. 1395 ff. DOI logo

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