Auditory access, language access, and implicit sequence learning in deaf children.

Abstract

Developmental psychology plays a central role in shaping evidence-based best practices for prelingually deaf children. The Auditory Scaffolding Hypothesis (Conway et al., 2009) asserts that a lack of auditory stimulation in deaf children leads to impoverished implicit sequence learning abilities, measured via an artificial grammar learning (AGL) task… (More)
DOI: 10.1111/desc.12575

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Cite this paper

@article{Hall2017AuditoryAL, title={Auditory access, language access, and implicit sequence learning in deaf children.}, author={Matthew L. Hall and Inge-Marie Eigsti and Heather Bortfeld and Diane Lillo-Martin}, journal={Developmental science}, year={2017} }