Reward learning as a mechanism linking hearing deprivation with socioemotional difficulties among children

Children who are deaf or hard of hearing often face challenges adjusting both socially and emotionally, yet the underlying mechanisms linking auditory experience to socioemotional outcomes remain unclear. This study investigated the role of reward learning in linking hearing deprivation to emotional symptoms and peer relationships. We recruited 66 children (33 with and 33 without hearing deprivation), matched for age and gender, and assessed their socioemotional difficulties and reward learning. Results indicated that children with (vs. without) hearing deprivation exhibited significantly higher levels of emotional symptoms and peer relationship difficulties. Children with (vs. without) hearing deprivation also demonstrated significantly lower accuracy rates in achieving rewards. Mediation analysis revealed that the relationships of hearing deprivation with emotional symptoms and peer relationships were fully mediated by reward learning. These findings underscore reward learning as a critical mechanism linking hearing deprivation to emotional symptoms and peer relationships, providing valuable insights for targeted interventions.