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RELATIONS BETWEEN NONVERBAL COGNITIVE ABILITY AND SPOKEN LANGUAGE DEVELOPMENT: IMPLICATIONS FOR DEAF TODDLERS WHO USE COCHLEAR IMPLANTS Carissa L. Shafto December 18, 2012 The first aim of this dissertation was to determine whether early deafness is related to children's nonverbal cognitive abilities. Performance of a group of deaf infants were compared to that of same-aged hearing infants on visual sequence learning (VSL) and visual recognition memory (VRM) tasks. The hypothesis was that if deafness is negatively related to general cognitive ability, then the deaf infants would perform more poorly than same-aged hearing infants on the two tasks. There were no significant differences in VSL (n = 19) or VRM (n = 13) performance between the two groups (Chapter Ill). These results are inconclusive due to the small sample sizes, but importantly, there were individual infants in both groups who demonstrated learning on the two nonverbal tasks. The second aim was to determine whether VSL and VRM ability can provide predictive information about spoken language development. The results for the normalhearing 8.S-month-olds provide evidence for a significant relation between VSL ability and spoken language outcomes (Chapter IV). Specifically, it was found that sequence learning (thought to rely on procedural memory ability) may contribute to vocabulary and gestural development in normal-hearing infants. Further research with larger samples of

Relations between nonverbal cognitive ability and spoken language development : implications for deaf toddlers who use cochlear implants.