Book contents
- The Cambridge Handbook of Working Memory and Language
- Cambridge Handbooks in Language and Linguistics
- The Cambridge Handbook of Working Memory and Language
- Copyright page
- Contents
- Figures
- Tables
- About the Editors
- About the Contributors
- Acknowledgments
- Overview of the Handbook
- Part I Introduction
- Part II Models and Measures
- Part III Linguistic Theories and Frameworks
- Part IV First Language Processing
- Part V Bilingual Acquisition and Processing
- Part VI Language Disorders, Interventions, and Instruction
- 33 Specific Learning Disorders as a Working Memory Deficit
- 34 A New Perspective on the Connection between Memory and Sentence Comprehension in Children with Developmental Language Disorder
- 35 Working Memory and Childhood Deafness
- 36 Working Memory Training in the Classroom
- 37 Working Memory and Classroom Learning
- 38 Cognitive Load Theory and Instructional Design for Language Learning
- 39 Working Memory Training
- Part VII Conclusion
- Index
- References
35 - Working Memory and Childhood Deafness
from Part VI - Language Disorders, Interventions, and Instruction
Published online by Cambridge University Press: 08 July 2022
By
Book contents
- The Cambridge Handbook of Working Memory and Language
- Cambridge Handbooks in Language and Linguistics
- The Cambridge Handbook of Working Memory and Language
- Copyright page
- Contents
- Figures
- Tables
- About the Editors
- About the Contributors
- Acknowledgments
- Overview of the Handbook
- Part I Introduction
- Part II Models and Measures
- Part III Linguistic Theories and Frameworks
- Part IV First Language Processing
- Part V Bilingual Acquisition and Processing
- Part VI Language Disorders, Interventions, and Instruction
- 33 Specific Learning Disorders as a Working Memory Deficit
- 34 A New Perspective on the Connection between Memory and Sentence Comprehension in Children with Developmental Language Disorder
- 35 Working Memory and Childhood Deafness
- 36 Working Memory Training in the Classroom
- 37 Working Memory and Classroom Learning
- 38 Cognitive Load Theory and Instructional Design for Language Learning
- 39 Working Memory Training
- Part VII Conclusion
- Index
- References
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.
- Type
- Chapter
- Information
- The Cambridge Handbook of Working Memory and Language , pp. 801 - 819Publisher: Cambridge University PressPrint publication year: 2022
References
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