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    Language ability and verbal and nonverbal executive functioning in deaf students communicating in spoken English

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    25
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    Author
    Remine, MD; Care, E; Brown, PM
    Date
    2008-09-01
    Source Title
    JOURNAL OF DEAF STUDIES AND DEAF EDUCATION
    Publisher
    OXFORD UNIV PRESS
    University of Melbourne Author/s
    Care, Esther; Brown, Patricia; REMINE, MARIA
    Affiliation
    Melbourne Graduate School of Education
    Metadata
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    Document Type
    Journal Article
    Citations
    Remine, M. D., Care, E. & Brown, P. M. (2008). Language ability and verbal and nonverbal executive functioning in deaf students communicating in spoken English. JOURNAL OF DEAF STUDIES AND DEAF EDUCATION, 13 (4), pp.531-545. https://doi.org/10.1093/deafed/enn010.
    Access Status
    This item is currently not available from this repository
    URI
    http://hdl.handle.net/11343/28282
    DOI
    10.1093/deafed/enn010
    Description

    C1 - Refereed Journal Article

    Abstract
    The internal use of language during problem solving is considered to play a key role in executive functioning. This role provides a means for self-reflection and self-questioning during the formation of rules and plans and a capacity to control and monitor behavior during problem-solving activity. Given that increasingly sophisticated language is required for effective executive functioning as an individual matures, it is likely that students with poor language abilities will have difficulties performing complex problem-solving tasks. The aim of this study was to investigate the relationship between language ability and verbal and nonverbal executive functioning in a group of deaf students who communicate using spoken English, as measured by their performance on two standardized tests of executive function: the Delis-Kaplan Executive Function System (D-KEFS) 20 Questions Test and the D-KEFS Tower Test. Expressive language ability accounted for more than 40% of variability in performance on the D-KEFS 20 Questions Test. There was no significant relationship between language ability and performance on the D-KEFS Tower Test. There was no relationship between language ability and familiarity with the specific problem-solving strategies of both D-KEFS Tests. Implications of the findings are discussed.
    Keywords
    Specialist Studies in Education

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