Developmental psychology plays a central role in shaping evidence-based best practices for prelingually deaf children. The Auditory Scaffolding Hypothesis (Conway et al., 2009) asserts that a lack of auditory stimulation in deaf children leads to impoverished implicit sequence learning abilities, measured via an artificial grammar learning (AGL)…

Investigates the differences in the use of certain verbs of movement and location between native ASL learners and children of hearing parents exposed to signing outside the home. Describes the children's use of phonology, morphology, and syntax in repeating target utterances. Relates results to interaction of language acquisition and motor…