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Mechanisms linking socioeconomic status and academic achievement in early childhood: Cognitive stimulation and language
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In: Cogn Dev (2021)
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Enhanced gaze-following behavior in Deaf infants of Deaf parents
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In: Dev Sci (2019)
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Abstract:
Gaze following plays a role in parent–infant communication and is a key mechanism by which infants acquire information about the world from social input. Gaze following in Deaf infants has been understudied. Twelve Deaf infants of Deaf parents (DoD) who had native exposure to American Sign Language (ASL) were gender-matched and age-matched (±7 days) to 60 spoken-language hearing control infants. Results showed that the DoD infants had significantly higher gaze-following scores than the hearing infants. We hypothesize that in the absence of auditory input, and with support from ASL-fluent Deaf parents, infants become attuned to visual-communicative signals from other people, which engenders increased gaze following. These findings underscore the need to revise the ‘deficit model’ of deafness. Deaf infants immersed in natural sign language from birth are better at understanding the signals and identifying the referential meaning of adults’ gaze behavior compared to hearing infants not exposed to sign language. Broader implications for theories of social-cognitive development are discussed.
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Keyword:
Article
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URL: http://www.ncbi.nlm.nih.gov/pmc/articles/PMC7028450/ https://doi.org/10.1111/desc.12900 http://www.ncbi.nlm.nih.gov/pubmed/31486168
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Neural measures of anticipatory bodily attention in children: Relations with executive function
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Touching lips and hearing fingers: effector-specific congruency between tactile and auditory stimulation modulates N1 amplitude and alpha desynchronization
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Imitation as a mechanism in cognitive development: a cross-cultural investigation of 4-year-old children’s rule learning
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Social Interaction in Infants’ Learning of Second-Language Phonetics: An Exploration of Brain-Behavior Relations
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Connecting the dots from infancy to childhood: A longitudinal study connecting gaze following, language, and explicit theory of mind
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15-Month-Olds’ Transfer of Learning between Touch Screen and Real-World Displays: Language Cues and Cognitive Loads
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Bilingual experience and executive functioning in young children
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