The interplay between early social interaction,language and executive function development in deaf and hearing infants |
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| Affiliation: | 1. Montclair State University, United States;2. The Johns Hopkins University, United States;1. Max Planck Research Group Naturalistic Social Cognition, Max Planck Institute for Human Development, Lentzeallee 94, 14195, Berlin, Germany;2. Laboratory of Developmental Neuroscience, Università Campus Bio-Medico, Via Alvaro de Portillo 5, 00128, Rome, Italy;1. Department of Primary Education, University of Potsdam, Germany;2. Department of Linguistics, University of Potsdam, Germany;3. Department of Inclusive Education, University of Potsdam, Germany;4. Department of Education and Psychology, Free University of Berlin, Germany;1. School of Psychology, The University of Auckland, New Zealand;2. Auckland Bioengineering Institute, The University of Auckland, New Zealand;1. Child and Adolescent Health Program of Federal University of Minas Gerais, Belo Horizonte, Brazil;2. Faculty of Medicine of Federal University of Minas Gerais, Belo Horizonte, Brazil;3. Department of Physical Education and Physiotherapy, Federal University of Uberlândia, Uberlândia, Brazil;4. Pediatrics Department of Federal University of Minas Gerais, Belo Horizonte, Brazil |
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| Abstract: | In this article, we review the influence of early social interaction on the development of executive function and language in infants. We first define social interaction, executive function and language and show how they are related in infant development. Studies of children born deaf are used to illustrate this connection because they represent cases where there has been a disruption to early social interaction and the development of intersubjectivity. Unlike other groups, the disturbance to development is known to be largely environmental rather than neuro-biological. This enables us to more accurately tease apart those impacts on EF that are associated with social interaction and language, since the potential confounds of disordered cognitive development are largely controlled for. The review offers a unifying model for how social, cognitive and linguistic development work together in early human development. |
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| Keywords: | Early social interaction Language Deafness Executive function |
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