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Memory for language in deaf adults and children
1National Technical Institute for the Deaf, Rochester Institute of Technology, New York, USA. memrtl@rit.edu
Scandinavian Audiology. Supplementum
|April 21, 1999
Summary
Language abilities significantly impact memory in deaf individuals, influencing memory span and working memory. While long-term memory organization may differ, it doesn't broadly affect learning for deaf children and adults.
Area of Science:
- Cognitive Psychology
- Linguistics
- Deaf Education
Background:
- The relationship between language and memory is well-established in hearing individuals.
- The cognitive processes of deaf individuals, particularly concerning language and memory, require further investigation.
- Understanding these relationships is crucial for effective educational strategies.
Purpose of the Study:
- To examine the impact of spoken and sign language fluency on memory in deaf individuals.
- To compare memory structures and processes in deaf versus hearing populations.
- To discuss the implications of these findings for deaf education.
Main Methods:
- Review of previous studies on language and memory in deaf individuals.
- Inclusion of new research findings.
- Analysis of the effects of spoken language and sign language proficiency on memory.
Main Results:
- Some differences in long-term memory organization exist between deaf and hearing individuals.
- These differences have not been shown to significantly impact overall learning.
- Variations in spoken language abilities directly affect memory span and working memory.
Conclusions:
- Spoken language proficiency is a key factor influencing memory performance in deaf individuals.
- Educational approaches should consider the impact of language abilities on memory.
- Further research is needed to fully understand the nuances of memory in deaf populations.
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