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Evidence-Based Practices in Deaf Education$
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Harry Knoors and Marc Marschark

Print publication date: 2018

Print ISBN-13: 9780190880545

Published to Oxford Scholarship Online: September 2018

DOI: 10.1093/oso/9780190880545.001.0001

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PRINTED FROM OXFORD SCHOLARSHIP ONLINE (oxford.universitypressscholarship.com). (c) Copyright Oxford University Press, 2021. All Rights Reserved. An individual user may print out a PDF of a single chapter of a monograph in OSO for personal use. date: 29 November 2021

Embodied Cognition in Prelingually Deaf Children with Cochlear Implants

Embodied Cognition in Prelingually Deaf Children with Cochlear Implants

Preliminary Findings

Chapter:
(p.397) 17 Embodied Cognition in Prelingually Deaf Children with Cochlear Implants
Source:
Evidence-Based Practices in Deaf Education
Author(s):

Irina Castellanos

David B. Pisoni

Chen Yu

Chi-hsin Chen

Derek M. Houston

Publisher:
Oxford University Press
DOI:10.1093/oso/9780190880545.003.0017

The theory of embodiment postulates that cognition emerges from multisensory interactions of an agent with its environment and as a result of multiple overlapping and time-locked sensory-motor activities. In this chapter, we discuss the complex multisensory system that may underlie young children’s novel word learning, how embodied attention may provide new insights into language learning after prelingual hearing loss, and how embodied attention may underlie learning in the classroom. We present new behavioral data demonstrating the coordination of sensory-motor behaviors in groups of young children with prelingual hearing loss (deaf, early implanted children with cochlear implants and hard-of-hearing children with hearing aids) and without hearing loss (two control groups of peers matched for chronological and hearing age). Our preliminary findings suggest that individual differences and variability in language outcomes may be traced to children’s coordination of auditory, visual, and motor behaviors with a social partner.

Keywords:   cochlear implants, embodied cognition, multisensory processing, eye tracking, mother–infant dyads, novel word learning

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