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The interplay between early social interaction, language and executive function development in deaf and hearing
Gary Morgan1, Martina Curtin1, Nicola Botting1
1Dept. Language and Communication Science, City University of London, UK.
Infant Behavior & Development
|June 5, 2021
Summary
Early social interaction is crucial for infant development, significantly influencing executive function (EF) and language skills. Studies on deaf infants highlight how environmental disruptions to social interaction impact these developmental areas.
Area of Science:
- Developmental Psychology
- Cognitive Neuroscience
- Linguistics
Background:
- Early social interaction is fundamental for infant development.
- Executive function (EF) and language are key developmental milestones.
- Disruptions in social interaction can impact cognitive and linguistic development.
Purpose of the Study:
- To review the influence of early social interaction on infant executive function and language.
- To define and illustrate the relationship between social interaction, EF, and language.
- To propose a unifying model of social, cognitive, and linguistic development.
Main Methods:
- Literature review focusing on infant development.
- Analysis of studies involving children born deaf to isolate environmental impacts.
- Examination of the relationship between social interaction, intersubjectivity, and development.
Main Results:
- Early social interaction significantly shapes executive function and language acquisition.
- Studies of deaf infants demonstrate the environmental impact on development when social interaction is disrupted.
- A clear link exists between social interaction, intersubjectivity, and the development of EF and language.
Conclusions:
- Social interaction is a critical environmental factor in early cognitive and linguistic development.
- The proposed model integrates social, cognitive, and linguistic development in infants.
- Understanding these interactions provides insights into typical and atypical developmental pathways.
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