Editing Cognitive development (section)

=== Deaf and hard-of-hearing ===
Being [[Deafness|deaf]] or [[Hearing loss|hard-of-hearing]] has been noted to impact cognitive development as hearing loss impacts social development, language acquisition, and the culture reacts to a deaf child.<ref>{{Cite journal|last1=Calvert|first1=Donald R.|last2=Lane|first2=Harlan|date=December 1985|title=When the Mind Hears: A History of the Deaf|url=http://dx.doi.org/10.2307/1859664|journal=The American Historical Review|volume=90|issue=5|pages=1163|doi=10.2307/1859664|jstor=1859664|issn=0002-8762|url-access=subscription}}</ref> Cognitive development in academic achievement, reading development, language development, performance on standardized measures of intelligence, visual-spatial and memory skills, development of conceptual skills, and neuropsychological function are dependent upon the child's primary language of communication, either [[American Sign Language]] or English, as well as if the child is able to communicate and use the communication modality as a language.<ref>{{Cite book|last=Mayberry|first=Rachel|title=Cognitive development in deaf children: the interface of language and perception in neuropsychology.|year=2002}}</ref> There is some research pointing to deficits in development of [[theory of mind]] in children who are deaf and hard-of-hearing which may be due to a lack of early conversational experience.<ref>{{Cite journal|last1=Woolfe|first1=Tyron|last2=Want|first2=Stephen C.|last3=Siegal|first3=Michael|date=May 2002|title=Signposts to Development: Theory of Mind in Deaf Children|url=http://dx.doi.org/10.1111/1467-8624.00437|journal=Child Development|volume=73|issue=3|pages=768–778|doi=10.1111/1467-8624.00437|pmid=12038550|issn=0009-3920|url-access=subscription}}</ref> Other research points to lower scores on the [[Wechsler Intelligence Scale for Children]],<ref>{{Cite journal|last1=Sisco|first1=Frankie H.|last2=Anderson|first2=Richard J.|date=1980|title=Deaf Children's Performance on the WISC-R Relative to Hearing Status of Parents and Child-Rearing Experiences|url=http://dx.doi.org/10.1353/aad.2012.1290|journal=American Annals of the Deaf|volume=125|issue=7|pages=923–930|doi=10.1353/aad.2012.1290|pmid=7446346|s2cid=26135193|issn=1543-0375|url-access=subscription}}</ref> especially in the Verbal Comprehension Index<ref>{{Cite journal|last1=Krouse|first1=Hailey E.|last2=Braden|first2=Jeffery P.|date=2010-10-27|title=The Reliability and Validity of WISC-IV Scores With Deaf and Hard-of-Hearing Children|url=http://dx.doi.org/10.1177/0734282910383646|journal=Journal of Psychoeducational Assessment|volume=29|issue=3|pages=238–248|doi=10.1177/0734282910383646|s2cid=143191620|issn=0734-2829|url-access=subscription}}</ref> due differences in cultural knowledge acquisition.<ref>{{Cite journal|last1=Lina-Granade|first1=Geneviève|last2=Comte-Gervais|first2=Isabelle|last3=Gippon|first3=Laurie|last4=Nappez|first4=Gaëlle|last5=Morin|first5=Elodie|last6=Truy|first6=Eric|date=June 2010|title=Correlation Between Cognitive Abilities and Language Level in Cochlear Implanted Children|url=http://dx.doi.org/10.1179/146701010x12671177989633|journal=Cochlear Implants International|volume=11|issue=sup1|pages=327–331|doi=10.1179/146701010x12671177989633|pmid=21756642|s2cid=206848307|issn=1467-0100|url-access=subscription}}</ref>