Cognitive consequences of congenital deafness.
Comparing congenitally deaf children with hearing children on a variety of information processing tasks provides a natural test of the developmental consequences accompanying the long term loss of a particular sensory input. In this experiment, two sequential and two spatial tasks were used to evaluate the way deaf and hearing individuals process these different types of information. When deaf students were asked to recall the order of a string of lights, they performed as well as hearing students. Deaf students were at a significant disadvantage, however, when processing sequentially presented digits. Deaf students performed as well as hearing students on two complex, standardized spatial tasks. The loss of a major sensory modality had minimal effect on three of the four tasks investigated in the present study. Explanations for the single task with a performance differential are considered.
Tomlinson-Keasey
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Department of Psychology, University of California-Riverside 92521.
Smith-Winberry
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D000293:Adolescent; D000328:Adult; D001288:Attention; D003638:Deafness / Q000151:congenital* / Q000523:psychology; D004193:Discrimination Learning; D004519:Education, Special; D005260:Female; D006801:Humans; D008297:Male; D011939:Mental Recall; D009949:Orientation; D011597:Psychomotor Performance; D012691:Serial Learning; D012813:Sign Language; D014888:Wechsler Scales