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Singh, Latika; Singh, Nandini C. – Developmental Science, 2008
The ability to perceive and produce sounds at multiple time scales is a skill necessary for the acquisition of language. Unlike speech perception, which develops early in life, the production of speech sounds starts at a few months and continues into late childhood with the development of speech-motor skills. Though there is detailed information…
Descriptors: Speech, Phonology, Oral Language, Language Impairments
Hall, Matthew L.; Eigsti, Inge-Marie; Bortfeld, Heather; Lillo-Martin, Diane – Developmental Science, 2018
Developmental psychology plays a central role in shaping evidence-based best practices for prelingually deaf children. The Auditory Scaffolding Hypothesis (Conway et al., 2009) asserts that a lack of auditory stimulation in deaf children leads to impoverished implicit sequence learning abilities, measured via an artificial grammar learning (AGL)…
Descriptors: Sequential Learning, Deafness, Grammar, Task Analysis
Courtin, Cyril; Melot, Anne-Marie – Developmental Science, 2005
"Theory of mind" development is now an important research field in deaf studies. Past research with the classic false belief task has consistently reported a delay in theory of mind development in deaf children born of hearing parents, while performance of second-generation deaf children is more problematic with some contradictory results. The…
Descriptors: Deafness, Metacognition, Cognitive Development, Task Analysis