Visual attention in deaf and hearing infants: the role of auditory cues

BACKGROUND: Successful communication with profoundly deaf children is heavily dependent on visual attention. Previous research has shown that mothers of deaf children--notably those who are deaf themselves--use a variety of strategies to gain their children's attention. This study compares patterns of visual attention in deaf and hearing children to determine how they are affected by the absence of auditory cues, especially when looking to the mother's face. METHOD: The visual attention of 18-month-old infants to their mothers was examined in two groups of deaf children (6 with deaf mothers and 6 with hearing mothers) and two of hearing children (6 with deaf mothers and 8 with hearing mothers). Dyads were observed in free play and 10 minutes of videorecorded interaction was analysed. All looks to the mother were classified as Spontaneous, Responsive (Child turns in response to something done by mother) or Elicited (Mother actively seeks to gain child's attention by, e.g., tapping or waving). The kind of event that attracted the child's attention in Responsive and Elicited episodes was also determined (e.g., object movement, speech, physical contact), as was the focus of the child's attention (e.g., mother's face, mother's body). RESULTS: Responsive looks to the mother were the most frequent for all groups but on only about 25% of occasions were they directed to her face. Elicited and spontaneous looks occurred less often but were frequently directed to the mother's face. Spontaneous looking occurred in all groups but elicited looking very seldom occurred in Hearing-Hearing dyads. Overall, there were fewer looks to the mother in the two groups where mother and child had congruent hearing status, although the proportion of the looks to the mother's face was similar. CONCLUSIONS: Both spontaneous and elicited looks are likely to involve attention to the mother's face. However, while active elicitation of attention is an important part of successful communication with young deaf children, this does not appear necessary for typically developing hearing children who turn to look at their mother's face on hearing her voice. The implications of these findings for differences in the dynamics of communication with young deaf and hearing children are discussed.     

Phonological awareness of syllables, rhymes, and phonemes in deaf children

Phonological awareness is important for reading development in hearing children, in whom it develops at the three consecutive levels of the syllable, rhyme, and phoneme. Deaf children typically have literacy difficulties, and previous research has been equivocal about whether deaf children can develop phonological awareness. Three experiments are presented that investigate the phonological skills of deaf children (mean age 11 years) at the three linguistic levels of syllable, rhyme, and phoneme. The first experiment showed that deaf children's syllable awareness can be equivalent to that of chronological age-matched hearing controls. In the second experiment, deaf children's ability to make rhyme judgements was above chance, but poorer than that of younger reading-matched hearing controls. The third experiment showed that deaf children could phonologically recode nonsense words at a level above chance, suggesting that they could draw on phonemic skills in certain conditions. We conclude that deaf children can develop phonological awareness, but that their phonological skills lag those of hearing children and may develop in different ways. Differences between our tasks and those used in other studies are discussed.     

Cognitive outcomes in school-age children born prematurely

The purpose of this article is to discuss findings in the literature regarding long-term developmental outcomes of infants born prematurely, to examine potential causes of individual differences in these outcomes, and to explore directions for future research. An extensive table summarizes recent (1996-2002) international studies of developmental outcomes among children of school age and older who were born with low birth weight, especially as the studies relate to cognitive development and academic performance. The discussion then examines how characteristics of the child and the environment may interact to produce individual differences in outcomes. Processes of attention regulation within the context of the psychosocial environment are examined as an important possible direction for future research. When designing and implementing interventions aimed at improving outcomes in this and other groups of children at risk for delays and deficits, it is important to consider how various factors affect development.     

Knowledge of display rules in prelingually deaf and hearing children

Deaf children of elementary and secondary school age participated in a study designed to examine their understanding of display rules, the principles governing the expression and concealment of emotion in social situations. The results showed that deaf children's knowledge of display rules, as measured by their reported concealment of emotion, was comparable to that of hearing children of the same age. However, deaf children were less likely to report that they would conceal happiness and anger. They were also less likely to produce reasons for concealing emotion and a smaller proportion of their reasons were prosocial, that is, relating to the feelings of others. The results suggest that the understanding of display rules (which function to protect the feelings of other people) may develop more gradually in deaf children raised in a spoken language environment than it does in hearing children.     

Communication between Parents and Deaf Children: Implications for Social-emotional Development

Parent-child communication plays a central role in social growth, as it does in other domains of development. Over 90 % of deaf children, however, have hearing parents who frequently do not have a fully effective means of communicating with them. This paper examines the role of effective parent-child communication in the social and emotional development of deaf children. Evidence concerning relations between early communication and social-emotional development of deaf children is reviewed, and superficial differences in the ways that parents interact with deaf versus hearing children are distinguished from differences that may have more significant and enduring effects. Hearing parents and their deaf children are found to develop alternative, often nonverbal, interaction strategies. Of primary interest is the extent to which those strategies have impact comparable to the strategies of hearing parents with hearing children or deaf parents with deaf children.     

Cochlear implants in deaf children

The results to date with the 3M/House cochlear implant in children have been extremely encouraging. Statistically and clinically significant changes show that the implant can provide improvements in auditory detection and discrimination as well as in speech production. As with any intervention, results range from outstanding for some children (open-set speech discrimination and/or intelligible speech) to minimal for others (no stimulation or little improvement in speech). Until long-term studies can be completed, the implant will undoubtedly remain controversial. However, professionals involved in the care of a child who is hearing-impaired should be informed that the field of cochlear implantation is rapidly expanding. A number of different cochlear implants are currently undergoing clinical trials in adults. Besides the 3M/House device, the FDA has recently approved a second device, the Nucleus Multichannel Cochlear Implant, for investigation in children. The treatment of profound deafness is changing in children with the cochlear implant as an option for those not benefiting significantly from hearing aids. However, some important aspects of a deaf child's management have not changed and will not change: the need for early diagnosis and multidisciplinary management. The first five years of life are the language acquisition years. Proper management during these years is critical if the hearing-impaired child's handicap is not to dominate his or her future and limit potential for a successful, happy life.     

Media and young children's learning

Electronic media, particularly television, have long been criticized for their potential impact on children. One area for concern is how early media exposure influences cognitive development and academic achievement. Heather Kirkorian, Ellen Wartella, and Daniel Anderson summarize the relevant research and provide suggestions for maximizing the positive effects of media and minimizing the negative effects. One focus of the authors is the seemingly unique effect of television on children under age two. Although research clearly demonstrates that well-designed, age-appropriate, educational television can be beneficial to children of preschool age, studies on infants and toddlers suggest that these young children may better understand and learn from real-life experiences than they do from video. Moreover, some research suggests that exposure to television during the first few years of life may be associated with poorer cognitive development. With respect to children over two, the authors emphasize the importance of content in mediating the effect of television on cognitive skills and academic achievement. Early exposure to age-appropriate programs designed around an educational curriculum is associated with cognitive and academic enhancement, whereas exposure to pure entertainment, and violent content in particular, is associated with poorer cognitive development and lower academic achievement. The authors point out that producers and parents can take steps to maximize the positive effects of media and minimize the negative effects. They note that research on children's television viewing can inform guidelines for producers of children's media to enhance learning. Parents can select well-designed, age-appropriate programs and view the programs with their children to maximize the positive effects of educational media. The authors' aim is to inform policymakers, educators, parents, and others who work with young children about the impact of media, particularly television, on preschool children, and what society can do to maximize the benefits and minimize the costs.     

CLASSIFICATION OF DYSPRAXIA IN HEARING-IMPAIRED CHILDREN USING THEQ-TECHNIQUE OF FACTOR ANALYSIS

Identification of hearing-impaired children with the additional language-learning difficulty of dyspraxia, defined by Van Uden (1981, 1983), is explored. Results from 12 diagnostic subtests obtained by Van Uden's sample of profoundly deaf children and a Manchester sample with wider ranges of age and hearing loss were analysed by the Q-technique of factor analysis. Comparison of Q profiles revealed a dyspraxic/eupraxic profile for Van Uden's sample, but a linguistic/non-linguistic profile for the Manchester sample. Two Manchester children who fulfilled the specified criteria and showed the dyspraxic profile had no known additional language-learning difficulties. Usefulness of the Q-technique for the profile analysis of hearing-impaired children is discussed, and comparisons made with the results from cluster analyses.     

Understanding theory of mind in children who are deaf

Research on theory of mind began in the context of determining whether chimpanzees are aware that individuals experience cognitive and emotional states. More recently, this research has involved various groups of children and various tasks, including the false belief task. Based almost exclusively on that paradigm, investigators have concluded that although "normal" hearing children develop theory of mind by age 5, children who are autistic or deaf do not do so until much later, perhaps not until their teenage years. The present study explored theory of mind by examining stories told by children who are deaf and hearing (age 9-15 years) for statements ascribing behaviour-relevant states of mind to themselves and others. Both groups produced such attributions, although there were reliable differences between them. Results are discussed in terms of the cognitive abilities assumed to underlie false belief and narrative paradigms and the implications of attributing theory of mind solely on the basis of performance on the false belief task.     

Relation between deaf children's phonological skills in kindergarten and word recognition performance in first grade

BACKGROUND: The aim of the present study was twofold: 1) to determine whether phonological skills measured in deaf prereaders predict their later phonological and reading skills after one year of reading instruction as is the case for hearing children; 2) to examine whether the age of exposure to a fully specified phonological input such as Cued Speech may explain the inter-individual differences observed in deaf children's phonological and word recognition levels. METHOD: Twenty-one 6-year-old deaf prereaders and 21 hearing children of the same chronological age performed two phonological tasks (rhyme decision and generation tasks); they were re-assessed 12 months later and presented with other phonological tasks (rhyme decision and common unit identification tasks) and a written word choice test. RESULTS: Phonological skills measured before learning to read predicted the written word recognition score the following year, both for hearing and for deaf participants. Age of onset of exposure to Cued Speech was also a strong predictor of phonological and written word recognition scores in beginning deaf readers. CONCLUSIONS: The evidence broadly supports the idea of a capacity for acquiring phonological skills in deaf children. Deaf children who are able to develop an implicitly structured phonological knowledge before learning to read will be better readers when this knowledge becomes explicit under the pressure of reading instruction.     

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??Functional magnetic resonance imaging??fMRI?? is one of the most important technologies in pediatric brain cognitive function research??it is also an important method in the field of psycho-radiology which aims to study the abnormalities of neural basis in the patients with mental disorders. Pediatric depression is one of the most common mental disorders in children. It is thought frequently that the children with major depressive disorder??MDD?? have their specific neural and physiological basis. Based on the findings from the task state fMRI studies??children with MDD demonstrated impairment in the cognitive??emotional and social cognitive functions. And the pediatric MDD shows alteration in the key brain areas involved in the cognitive??affective and rewared processing??including the amygdala??anterior cingulate??prefrontal and orbitofrontal cortex. The future research should consider the psychological development of children in the selection of the appropriate cognitive and affective task or paradigm to explore the brain function of the pediatric MDD. For children at high risk of depression??we should carry out systematic preventive research to provide experimental evidence for neuroimaging and psychological markers of early warning and for the development of early intervention methods.     

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??The physiological characteristics of children determine their own particularity of their needs for the quality and quantity of proteins. Proteins not only play an important role in the development of children’s growth and development??cognitive function and immune function??but also have important effects on the long-term health of children.In this paper??the dietary protein reference intakes??amino acid patterns??dietary amino acid reference intakes??sources of high quality protein??and harm of deficiency and excess of protein in children were discussed in detail.     

Cognition, academic progress, behavior and self-concept at 14 years of very low birth weight children

The aim of this study was to compare cognition, academic progress, behavior, and self-concept children of very low birth weight (VLBW, birth weight < 1501 g) born in the period 1980 to 1982 with randomly selected children of normal birth weight (NBW, birth weight > 2,499 g). At 14 years of age, 130 (84.4%) of 154 VLBW and 42 (70.0%) of 60 NBW children were assessed. Ten VLBW children and one NBW child who had cerebral palsy were excluded. VLBW children scored at a significantly lower level on all three composite scales of the Wechsler Intelligence Scale for Children, 3rd Edition. VLBW children were also significantly disadvantaged on more specific cognitive processes, including tests of visual processing and visual memory and on subtests reflecting learning and problem solving. Only in arithmetic was a difference between the groups discerned on tests of achievement. Significantly more VLBW children were rated by teachers as socially rejected and by their parents as having learning problems at school. VLBW children had significantly reduced self-esteem. VLBW children had more cognitive, academic, and behavioral problems and lower self-esteem at 14 years of age than NBW control subjects.     

Theory-of-mind development in oral deaf children with cochlear implants or conventional hearing aids

BACKGROUND: In the context of the established finding that theory-of-mind (ToM) growth is seriously delayed in late-signing deaf children, and some evidence of equivalent delays in those learning speech with conventional hearing aids, this study's novel contribution was to explore ToM development in deaf children with cochlear implants. Implants can substantially boost auditory acuity and rates of language growth. Despite the implant, there are often problems socialising with hearing peers and some language difficulties, lending special theoretical interest to the present comparative design. METHODS: A total of 52 children aged 4 to 12 years took a battery of false belief tests of ToM. There were 26 oral deaf children, half with implants and half with hearing aids, evenly divided between oral-only versus sign-plus-oral schools. Comparison groups of age-matched high-functioning children with autism and younger hearing children were also included. RESULTS: No significant ToM differences emerged between deaf children with implants and those with hearing aids, nor between those in oral-only versus sign-plus-oral schools. Nor did the deaf children perform any better on the ToM tasks than their age peers with autism. Hearing preschoolers scored significantly higher than all other groups. For the deaf and the autistic children, as well as the preschoolers, rate of language development and verbal maturity significantly predicted variability in ToM, over and above chronological age. CONCLUSIONS: The finding that deaf children with cochlear implants are as delayed in ToM development as children with autism and their deaf peers with hearing aids or late sign language highlights the likely significance of peer interaction and early fluent communication with peers and family, whether in sign or in speech, in order to optimally facilitate the growth of social cognition and language.     

Recognition of facial expressions of emotions in school-age children: the intersection of perceptual and semantic categories

Recognition of the facial expressions of emotions is a critical communicative system early in development and continues to play an important role throughout adulthood. In the past, the results of developmental studies of emotional facial recognition have often conflicted. The present study was designed to examine the development of emotional facial recognition in a large sample of school-aged children (n = 120, ages 5-10 y). In particular, we investigate whether emotion categories, i.e., those based on the visual spatial parameters of facial expression, develop in a similar fashion to those that also recruit lexical knowledge of emotion terms. We have found two distinct patterns of development and we suggest that these different profiles are a consequence of the very different cognitive abilities that they recruit. Conclusion: Emotion cognition is a variegated domain which is differentially related to such areas of cognition as visuo-spatial and lexical semantic abilities.     

Inter-parental conflict and children's academic attainment: a longitudinal analysis

BACKGROUND: Previous research suggests a link between inter-parental conflict and children's psychological development. Most studies, however, have tended to focus on two broad indices of children's psychological adaptation (internalizing symptoms and externalizing problems) in considering the effects of inter-parental conflict on children's development. The present longitudinal study extends this body of research by considering the impact of inter-parental conflict on children's low academic attainment among a sample of 230 schoolchildren (age 11-13 years) living in the United Kingdom. METHOD: Controlling for teacher reports of children's initial levels of aggression (Time 1), the proposed theoretical model linked parent and child reports of inter-parental conflict at Time 1 (1999) to children's perceptions of negative parent-child relations, appraisals of self-blame for marital conflict and teacher reports of children's aggressive behavior at Time 2 (2000), which in turn were linked to children's performance on standardized academic tests (English, Math, Science) at Time 3 (2001). Structural equation modeling was used to test all hypothesized relations in the proposed theoretical model. RESULTS: Support was found for the role of children's self-blaming attributions for parents' marital arguments, not negative parenting behavior, as a mechanism through which variation in their academic attainment is explained. CONCLUSIONS: Contrary to the focus emphasized in most current family and school-based intervention programs, findings suggest that the attributional processes engendered in children who live in households marked by high levels of inter-parental conflict and hostility have important implications for their long-term academic success.     

Ophthalmologic abnormalities in children from a Turkish school for the deaf

The aim of this study was to determine the nature and prevalence of ophthalmologic abnormalities in deaf children. Complete ophthalmologic examinations were performed on 104 children aged 7 to 20 years from a Turkish school for the deaf. Of 104 children, 42 children (40.4%) had some form of ophthalmologic abnormality, with the vast majority (31 patients, 29.8%) being refractive errors. The prevalence of hypermetropia, myopia and astigmatism was found to be higher over the general population. Of 104 children, 19 (18.2%) had ocular motility disturbances and one had external adnexal anomaly. Two (1.8%) children had anterior segment and nine (8.6%) children had posterior segment pathologies. Routine ophthalmologic examinations should be carried out in this population because deaf children use sight to compensate for hearing problems. Ophthalmologists play an important role in the diagnosis and correction of ophthalmologic abnormalities.     

Neuropsychological profiles in preterm low birth weight children

AIM: Several studies focus on the psychic development of extremely low birth weight (ELBW) preterm infants and highlight the presence of neurological, cognitive and relating disorders. Several contributions have in fact shown that in these subjects in school age disturbances of cognitive functions may be encountered; in particular, disturbances of specific neuropsychological functions, such as attention defects, impaired visuo-spatial function, memory and language have been reported in subjects with a globally normal intelligence quotient. METHODS: Forty-three school-aged children were studied (21 males and 22 females). They had a low birth weight (weight between 1,050-2,450 g), the gestation period was between 29 and 32 weeks and they were compared with a control sample whose birth weight was >2,500 g. Cognitive development was assessed by a test battery including WISC-R, Zazzo "deux Barrage" Test, Benton Visual Retention Test and Frostig Developmental Test of Visual Perception. Parents were also called in to evaluate how they had experienced the birth of their child and how long the mother had been kept in the clinic. RESULTS: The overall analysis of our study suggests normal cognitive development in these children. No significant diffences were detected in the 2 studied groups. The lack of differences could be associated with the criteria used to select our sample because no children with severe perinatal disorders were included in the study. In addition, a good mother-child relationship seems to have been established in these children and this has certainly contributed to cognitive development adequate to their age. CONCLUSION: The prognosis of these children is therefore closely related both to the birth weight and, especially, to the difficulties faced in the neonatal age (severe perinatal diseases).     

Recognition and Prevention of Neurological Complications in Pediatric Cardiac Surgery

Because of advances in surgical and cardiopulmonary bypass techniques it is now possible to definitively repair the vast majority of congenital heart disease in infancy or childhood. Although the majority of survivors do not have obvious cerebral sequelae, there is increasing disquiet about the high incidence of acute neurological events in the immediated postoperative period as well as evidence that at long-term follow-up there are subtle cognitive and motor deficits in many. Some children are more at risk of neurodevelopmental problems, either because of their cardiac (e.g., extensive aortopulmonary collaterals) or cerebrovascular (e.g., the propensity to large vessel dissection) anatomy or because of genetic predisposition (e.g., to prothrombotic disorders). The incidence may vary with the surgery (e.g., the Fontan operation) and the cardiopulmonary bypass technique necessary to achieve an adequate technical repair (e.g., low or no flow at deep hypothermia). Recognition of the population at risk will lead to prevention of serious sequelae. Data collected in adults may be misleading, and many pediatric units have developed their own practice, but recent studies in animal models of child surgery and in children have produced some evidence to guide management to ensure the optimal cerebral as well as cardiac outcome. Pump flow should be maintained at least 30 ml/kg/min where possible, with inotropic support to maintain blood pressure if necessary. If pump flow must be lowered or circulatory arrest is essential, thorough cerebral cooling to deep hypothermic temperatures is mandatory; a pH-stat strategy may make this easier, but an α-stat strategy may be better in those operations that can be performed at moderate hypothermia. There is no evidence that the available pulsatile pumps offer an advantage. Tissue oxygenation may reach critical levels and a high hematocrit and oxygen tension may reduce the risk of significant hypoxia. There is a risk of embolization in children, which can be reduced with membrane oxygenators and careful monitoring; the role of arterial filtration remains controversial. The only protective agent that can currently be recommended is methylprednisolone to protect the spinal cord (e.g., in operations on the aortic arch). Further studies are needed in this important area.     

Development of the Preschool Occupational Therapy Assessment

Initial reliability and validity studies were completed for a newly created assessment tool called the Preschool Occupational Therapy Assessment (POTA). The POTA was designed to examine fine motor and sensory motor skills relevant to preschool academic function. Forty-five children, both typically developing and developmentally delayed, participated in the initial research. Results of data analysis support further development of this tool.