title: Understanding Language, Hearing Status, and Visual-Spatial Skills.
abstract: It is frequently assumed that deaf individuals have superior visual-spatial abilities relative to hearing peers and thus, in educational settings, they are often considered visual learners. There is some empirical evidence to support the former assumption, although it is inconsistent, and apparently none to support the latter. Three experiments examined visual-spatial and related cognitive abilities among deaf individuals who varied in their preferred language modality and use of cochlear implants (CIs) and hearing individuals who varied in their sign language skills. Sign language and spoken language assessments accompanied tasks involving visual-spatial processing, working memory, nonverbal logical reasoning, and executive function. Results were consistent with other recent studies indicating no generalized visual-spatial advantage for deaf individuals and suggested that their performance in that domain may be linked to the strength of their preferred language skills regardless of modality. Hearing individuals performed more strongly than deaf individuals on several visual-spatial and self-reported executive functioning measures, regardless of sign language skills or use of CIs. Findings are inconsistent with assumptions that deaf individuals are visual learners or are superior to hearing individuals across a broad range of visual-spatial tasks. Further, performance of deaf and hearing individuals on the same visual-spatial tasks was associated with differing cognitive abilities, suggesting that different cognitive processes may be involved in visual-spatial processing in these groups.
authors.affiliation: Rochester Institute of Technology, marc.marschark@rit.edu.
authors.forename: Marc
authors.initials: M
authors.lastname: Marschark
authors.affiliation: New Mexico State University.
authors.forename: Linda J
authors.initials: LJ
authors.lastname: Spencer
authors.affiliation: Rochester Institute of Technology.
authors.forename: Andreana
authors.initials: A
authors.lastname: Durkin
authors.affiliation: Rochester Institute of Technology.
authors.forename: Georgianna
authors.initials: G
authors.lastname: Borgna
authors.affiliation: Rochester Institute of Technology.
authors.forename: Carol
authors.initials: C
authors.lastname: Convertino
authors.affiliation: Rochester Institute of Technology.
authors.forename: Elizabeth
authors.initials: E
authors.lastname: Machmer
authors.affiliation: Indiana University School of Medicine, and.
authors.forename: William G
authors.initials: WG
authors.lastname: Kronenberger
authors.affiliation: Georgia Institute of Technology.
authors.forename: Alexandra
authors.initials: A
authors.lastname: Trani
mesh_terms: D000293:Adolescent; D000328:Adult; D003054:Cochlear Implants; D003142:Communication; D003638:Deafness / Q000503:physiopathology* / Q000534:rehabilitation; D056344:Executive Function / Q000502:physiology; D006309:Hearing / Q000502:physiology*; D006801:Humans; D019986:Persons with Hearing Disabilities / Q000534:rehabilitation; D012813:Sign Language; D065854:Spatial Navigation / Q000502:physiology*; D014796:Visual Perception / Q000502:physiology*; D055815:Young Adult