Specificity of the Cognitive Status of Students with Hearing Impairment: Implications for Inclusive Education | Zendy

K.D. Krivonogova | Zendy; О. М. Разумникова | Zendy

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Specificity of the Cognitive Status of Students with Hearing Impairment: Implications for Inclusive Education

Author(s) -

K.D. Krivonogova,

О. М. Разумникова

Publication year - 2019

Publication title -

clinical psychology and special education

Language(s) - English

Resource type - Journals

ISSN - 2304-0394

DOI - 10.17759/cpse.2019080203

Subject(s) - psychology , cognition , audiology , executive functions , verbal reasoning , interference theory , working memory , wechsler adult intelligence scale , developmental psychology , cognitive psychology , neuroscience , medicine

Specificity of intelligence, attention and memory were studied in students with hearing impairment (26 individuals). This group shown less indicators of verbal intelligence and speed of selection of visually presented information as compared to the normal hearing group (28 individuals). Higher index of figurative and spatial intelligence, comparing to the verbal component of intelligence in the group with hearing impairments indicate the development of compensatory effect in visual functions. The smaller effect of proactive interference with a greater time of executive control in students with hearing impairments compared with the control group indicates a lack of development of the inhibitory functions of the prefrontal cortex.

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