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PubMed1975

Verbal coding strategies used by hearing-impaired individuals.

A paired-associate verbal learning task was used to determine the type of perceptual coding strategies hearing-impaired persons use in auditory perceptual processing of language. Four lists of word pairs were devised, whereby the word pairs in each list were characterized as sharing either similar sign-similar meaning, dissimilar sign-similar meaning, similar sign-dissimilar meaning, or dissimilar sign-dissimilar meaning. Severely hearing-impaired subjects were required to replace the missing word associated with the word pairs. The results showed that, while the subjects were able to code the verbal material on both a sign basis and a semantic basis, the semantic coding strategy appeared to be more efficient than the sign coding strategy. The findings are related to earlier investigations and are explained according to a theoretical model of perception.

Adolescent↗
PubMed1978

Inflectional morphemes in the manual English of young hearing-impaired children and their mothers.

Spontaneous sign-language samples were collected in a controlled interactive situation from 20 young hearing-impaired children and their mothers. Inflectional morphemes in the samples were described by cher attributes and classified for syntactic function within utterances. Inflectional morpheme productivity did not increase significantly with age; mean manual English morphemes per utterance did increase with age. The first six inflectional morphemes used by the children studied were the same as those used by normal-hearing children. A good predictor of the child's use of inflectional morphemes was the mother's use of these morphemes.

Child↗
PubMed1978

Comprehension of inflectional morphemes by deaf children exposed to a visual English sign system.

A test of morpheme-based concepts was administered to 67 deaf children who were exposed to Seeing Essential English (SEE). Results indicated that these children show the following order of acquisition for the inflectional morphemes tested: plural -s, past tense -ed, present progressive -ing, possessive -'s, third person present indicative -s, comparative -er, superlative -est, and present perfect -en. There were no effects of sex, age, or school from which the subjects were selected. The main contribution to the subjects' performances were their lengths of exposure to SEE.

Age Factors↗
PubMed1981

A comparison of sign and verbal language training with nonverbal retarded children.

Twelve nonverbal, hearing, retarded children were matched and then randomly assigned to sign language training, speech training, and placebo groups. Four of the subjects received speech training using the Bricker. Dennison, and Bricker (1976) program, and four subjects received sign language training using an adaptation of the Bricker et al. program. The results indicated no statistically significant difference between the verbal and sign language groups through the sign group and verbal group did learn significantly more than the placebo group. A closer examination of the findings indicated that although all four of the sign language subjects learned some signs, only two of the four speech training subjects learned to say words. The findings were interpreted as indicating that some nonverbal retarded children will benefit from sign language than speech training. Suggestions for the direction of future research are given.

Child↗
PubMed1982

Cued Speech and the reception of spoken language.

This study was designed to investigate the effect of Cued Speech on the speech reception abilities of profoundly hearing-impaired children under seven conditions of presentation: audition; lipreading; audition and lipreading; cues; audition and cues; lipreading and cues; and audition, lipreading, and cues. The 18 subjects had been taught through the use of Cued Speech for at least 4 years. The subjects were presented with specially designed speech tests (syllables and key words in sentences) which had been recorded on color videotape, and they responded in writing. Speech reception scores of over 95% with the key word in sentence materials and over 80% with the syllables were obtained with lipreading plus cues, and with audition, lipreading plus cues. Equally high levels of accuracy in speech reception by such children have not previously been reported. The subjects also demonstrated the ability to use audition with the sentence materials, both in combination with lipreading and with cues, though there were large individual differences under these conditions. Speech reception abilities in the lipreading-plus-audition condition were highly correlated with scores for speech production, whereas language attainments were correlated with reception through Cued Speech. The implications of these findings to the field of aural rehabilitation are discussed.

Adolescent↗
PubMed1983

The influence of production mode on the recall of signs in normal adult subjects.

Preliminary evidence has suggested that signs produced with contact between the two hands or between the hand and body are learned more readily than signs produced without such contact. Using a paradigm that eliminated the possibly confounding variables of previous studies, the effect of production mode on sign acquisition and recall was investigated with normal young adults. Results indicated that contact signs were acquired more readily than noncontact signs by one of two subject groups. More contact than noncontact signs were produced correctly during recall. Recall at 1 week was equivalent to that at same day for contact signs, but same-day recall was greater than 1-week recall for noncontact signs. Examination of responses that were correct except for a contact/noncontact discrepancy suggested that contact was added more often than it was deleted from signs during recall. These findings are discussed in terms of the role of tactile feedback in learning and memory and their potential application to teaching signs to nonverbal children.

Adult↗
PubMed1984

Comparison between the motoric constraints for Amer-Ind and ASL sign formation.

Previous research has shown that Amer -Ind signals are more easily learned and remembered than their synonyms in American Sign Language. One possible reason is a difference in motoric complexity between the two systems. To test the hypothesis that such a difference exists, the positions and movements that constitute the 236 signals of Amer -Ind Code were compared with those of their synonyms in American Sign Language. It was found that the ASL signs were indeed more complex in terms of changes of hand orientation during production, the use of two hands rather than one, the number of different handshapes used, and the total amount of movement required. When the two systems were compared in terms of the normal development of finger, hand, and arm movements, it was found that more Amer -Ind signals than ASL signs are within the competence of infants at both the 6-month and 12-month levels. Relative to the motor coordination required to execute both systems, it was concluded that the Amer -Ind corpus is less complex than a matched group of ASL signs.

Deafness↗
PubMed2003

A data mining technique for discovering distinct patterns of hand signs: implications in user training and computer interface design.

Hand signs are considered as one of the important ways to enter information into computers for certain tasks. Computers receive sensor data of hand signs for recognition. When using hand signs as computer inputs, we need to (1) train computer users in the sign language so that their hand signs can be easily recognized by computers, and (2) design the computer interface to avoid the use of confusing signs for improving user input performance and user satisfaction. For user training and computer interface design, it is important to have a knowledge of which signs can be easily recognized by computers and which signs are not distinguishable by computers. This paper presents a data mining technique to discover distinct patterns of hand signs from sensor data. Based on these patterns, we derive a group of indistinguishable signs by computers. Such information can in turn assist in user training and computer interface design.

Algorithms↗
PubMed1990

Effects of alternate modes of administration on Rorschach performance of deaf adults.

This study examined two modes of administering the Rorschach Inkblot Technique to determine which was more appropriate for a college-educated, deaf population. Twenty-four prelingually deaf adults took the Rorschach in sign language and in written English, using a counterbalanced test-retest design, and their sign and written scores were compared to each other and to 1986 norms for Exner's Comprehensive System. Seventeen variables measuring such areas as perceptual accuracy, perceptual complexity, and self-focus were found to vary more than one standard deviation from Exner's norms. Differences between sign and written conditions on several affective variables were found. Written administration can be used by examiners who are informed about deafness and aware of variables that may be underreported by written inquiry.

Adult↗
PubMed1982

Aphasia in a prelingually deaf woman.

A left parietal infarct in a prelingually deaf person resulted in an aphasia for both American Sign Language (ASL) and written and finger-spelled English. Originally the patient had a nearly global aphasia affecting all language systems. By five to seven weeks post-onset her symptoms resembled those of hearing aphasics with posterior lesions: fluent but paraphasic signing, anomia, impaired comprehension and repetition, alexia, and agraphia with elements of neologistic jargon. In addition, there was a pronounced sequential movement copying disorder, reduced short-term verbal memory and acalculia. In general, the patient's sign errors showed a consistent disruption in the structure of ASL signs which parallels the speech errors of oral aphasic patients. We conclude that most aphasic symptoms are not modality-dependent, but rather reflect a disruption of linguistic processes common to all human languages. This case confirms the importance of the left hemisphere in the processing of sign language. Furthermore, the results indicate that the left supramarginal and angular gyri are necessary substrates for the comprehension of visual/gestural languages.

Aged↗
PubMed2004

Audism: exploring the metaphysics of oppression.

This article traces the development of the concept of "audism" from its inception in the mid-1970s by exploring three distinct dimensions of oppression: individual, institutional, and metaphysical. Although the first two aspects of audism have been identified, there is a deeply rooted belief system regarding language and human identity that is yet to be explored within the context of audism. This article attempts to expose how our particular historical and philosophical constructions of language and being have created what French philosopher Jacques Derrida calls phonocentrism. Although Derrida does not discuss audism, his deconstruction of the Western notion of language provides a lens through which we can better see the orientation that has provided fertile ground out of which individual and institutional audism has flourished.

Deafness↗
PubMed2004

Attachment representations of deaf adults.

The primary goal of this study was to examine the feasibility of using the Adult Attachment Interview (AAI) with 50 culturally Deaf adults. Modifications to the standard protocol included using a visual-spatial language (American Sign Language) rather than a spoken language (English), as well as coding and procedural variations from the standardized protocol. Results suggested that the adapted AAI interview and coding processes provided an effective assessment of the state of mind regarding the attachment of Deaf individuals. The expectation that Deaf participants would be less coherent in their AAI transcripts and therefore less likely than hearing individuals to be classified as Autonomous was not supported. The distribution of the classifications of this Deaf sample was not different from existing normative distributions. Moreover, there was no evidence that early separation from parents associated with attendance at a residential school for the Deaf resulted in attachment formations with residential counselors or teachers at the school.

Adult↗
PubMed2005

Phonological processing in deaf children: when lipreading and cues are incongruent.

Deaf children exposed to Cued Speech (CS), either before age two (early) or later at school (late), were presented with pseudowords with and without CS. The main goal was to establish the way in which lipreading and CS combine to produce unitary percepts, similar to audiovisual integration in speech perception, when participants are presented with synchronized but different lipreading and auditory information (the McGurk paradigm). In the present experiment, lips and cues were sometimes congruent and sometimes incongruent. It was expected that incongruent cues would force the perceptual system to adopt solutions according to the weight attributed to different sources of phonological information. With congruent cues, performance improved, with improvements greater in the early than the late group. With incongruent cues, performance decreased relative to lipreading only, indicating that cues were not ignored, and it was observed that the effect of incongruent cues increased when the visibility of the target phoneme decreased. The results are compatible with the notion that the perceptual system integrates cues and lipreading according to principles similar to those evoked to explain audiovisual integration.

Adolescent↗
PubMed2006

Quantitative and qualitative evaluation of linguistic input support to a prelingually deaf child with cued speech: A case study.

This paper studies the linguistic input attended by a deaf child exposed to cued speech (CS) in the final part of her prelinguistic period (18-24 months). Subjects are the child, her mother, and her therapist. Analyses have provided data about the quantity of input directed to the child (oral input, more than 1,000 words per half-an-hour session; cued ratio, more than 60% of oral input; and attended ratio, more than 55% of oral input), its linguistic quality (lexical variety, grammatical complexity, etc.), and other properties of interaction (child attention and use of spontaneous gestures). Results show that both adults provided a rich linguistic input to the child and that the child attended most of the input that the adults cued. These results might explain the positive linguistic development of children exposed early to CS.

Adult↗
PubMed2004

Cortical processing of tactile language in a postlingually deaf-blind subject.

We compared neural activation detected by magnetoencephalography (MEG) during tactile presentation of words and non-words in a postlingually deaf-blind subject and six normal volunteers. The left postcentral gyrus, bilateral inferior frontal gyri, left posterior temporal lobe, right anterior temporal lobe, bilateral middle occipital gyri were activated when tactile words were presented to the right hand of the deaf-blind subject. This set of activated regions was not observed in the normal volunteers, although activation of several combinations of these regions was detected. Positron emission tomography confirmed the location of the MEG-activated areas in the deaf-blind subject. Our results demonstrated that the deaf-blind subject is heavily involved in interpreting tactile language by enhancing cortical activation of cognitive and semantic processing.

Adult↗
PubMed2003

Preparing graduates for the first year of residency: are medical schools meeting the need?

PURPOSE: Changes in graduate medical education associated with full implementation of the Balanced Budget Act of 1997 have required medical schools to review and revise their curricula. As limited funding increases pressures to streamline training, residencies will potentially expect an entry level of skill and competence that is greater than that which schools are currently providing. To determine whether medical school curricular requirements correlate with residency needs, this multidisciplinary pilot study investigated expectations and prerequisites for postgraduate specialty training. METHOD: A questionnaire about 100 skills and competencies expected of new first-year residents was sent to 50 U.S. residency directors from surgery, internal medicine, family medicine, pediatrics, and obstetrics-gynecology programs. Each director was asked to state expectations of a first-year resident's competence in each skill at entry to residency and after three months of training. Skills deemed most appropriately acquired in residency were also identified. Competencies included diagnosis, management, triage, interpretation of data, informatics and technology, record keeping, interpersonal communications, and manual skills. RESULTS: A total of 39 residency directors responded, including seven surgery, nine medicine, seven family medicine, eight pediatrics, and eight obstetrics-gynecology. In addition to physical examination skills, 13 competencies achieved more than 70% agreement as being entry-level skills. There was wide variability as to the relative importance of the remaining skills, with residency directors expecting to devote significant resources and time in early training to ensure competence. CONCLUSIONS: Medical schools should consider the expectations of their students' future residency directors when developing new curricula. Assuring students' competencies through focused curricular change should save both time and resources during residency.

Academic Medical Centers↗