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Deaf CognitionFoundations and Outcomes$
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Marc Marschark and Peter C Hauser

Print publication date: 2008

Print ISBN-13: 9780195368673

Published to Oxford Scholarship Online: September 2008

DOI: 10.1093/acprof:oso/9780195368673.001.0001

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

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

(p.286) Chapter 11 Development of Deaf and Hard-Of-Hearing Students’ Executive Function
Deaf Cognition

Peter C. Hauser

Jennifer Lukomski

Tara Hillman

Oxford University Press

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.

Keywords:   DHH, EF, deaf students, education

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