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Results for “Manual Communication”

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At least 307 records · Page 17Linked to original sources
PubMed1976

Acquisition and cross modal generalization of receptive and expressive signing skills in a retarded deaf girl.

A transfer of stimulus control procedure was used to teach a retarded deaf girl manual signing skills. Eight manual signs were trained in the receptive modality; eight others in the expressive modality. Acquisition of receptive and expressive signing skills occurred for most signs after they had been trained in multiple baseline order. There was a marked difference in cross modal generalisation between each of the trained signing modalities. With some exception training of receptive sign discrimination had little effect on the expressive usage of these signs. In contrast, training in the expressive usage resulted in a near perfect acquisition of receptive sign discrimination.

Adolescent↗
PubMed1986

The effect of two procedures on spontaneous signing with Down's syndrome children.

In this study, two procedural aspects were investigated with regard to their effect on spontaneous use of manual signs with three Down's syndrome children. First, two modes of presenting reinforcement for spontaneous sign requesting were compared. Second, the effect of a least-to-most prompting procedure was evaluated. Within a randomization design, a statistically significant difference was observed between the two modes in favour of the one in which only a part of the sign-requested reinforcement was initially presented. Within a mixed design of reversal and multiple baseline, introduction of the least-to-most prompting procedure resulted in an increase of the spontaneous use of the target signs, while withdrawal of the procedure resulted in a decrease.

Adolescent↗
PubMed1990

Free recall of lists of word and sign labels by severely handicapped children.

Two experiments are reported which tested short-term recall of lists of four sign or four word labels by severely handicapped children. The findings suggest that the subjects were more efficient at processing words than signs in short-term memory, and that their organization of sign and word lists were affected by the length of time the material had to be held in short-term store. Both of these effects were influenced by whether or not the subjects had to use the stimuli as labels when making a response.

Adolescent↗
PubMed2007

Comparative cognitive development.

This paper aims to compare cognitive development in humans and chimpanzees to illuminate the evolutionary origins of human cognition. Comparison of morphological data and life history strongly highlights the common features of all primate species, including humans. The human mother-infant relationship is characterized by the physical separation of mother and infant, and the stable supine posture of infants, that enables vocal exchange, face-to-face communication, and manual gestures. The cognitive development of chimpanzees was studied using the participation observation method. It revealed that humans and chimpanzees show similar development until 3 months of age. However, chimpanzees have a unique type of social learning that lacks the social reference observed in human children. Moreover, chimpanzees have unique immediate short-term memory capabilities. Taken together, this paper presents a plausible evolutionary scenario for the uniquely human characteristics of cognition.

Age Factors↗
PubMed1982

Comprehension of spoken, written and signed sentences in childhood language disorders.

Nine children suffering from Landau-Kleffner syndrome and 25 children with developmental expressive disorder were tested for comprehension of the grammatical structure of English in spoken, written and signed (Paget-Gorman) language modalities. It is shown that the comprehension problems of children with landau-Kleffner syndrome are not restricted to spoken language, but are also found when written or signed language is used. Further, in all three language modalities these children show deviant patterns of comprehension consistent with the notion that they treat language as having a sequential rather than a hierarchical structure. However, similar patterns of performance are found in profoundly deaf children, indicating that peripheral auditory deprivation is a sufficient condition for these deviant patterns of comprehension to develop.

Adolescent↗
PubMed1977

Problems in diagnosis and management of children with cerebral palsy and deafness.

Problems in the diagnosis, management and educational placement of 10 children with cerebral palsy and deafness are reported. Serious inadequacies revealed by the study include delays in diagnosis, poor co-ordination of decision-making between services and frequent changes of school--all leading to unsatisfactory progress by these children.

Adolescent↗
PubMed1987

Visual symbol and manual sign learning by children with phonologic programming deficit syndrome.

A study was done of eight children with phonologic programming deficit syndrome (PPDS) and of eight normally developing children, to evaluate learning and recall of Blissymbols and of Signed English manual signs. The results support the view that children with this syndrome not only have motor speech deficits, but also deficits in symbolic processing. Decisions about intervention for nonverbal children should take account of their probable deficits in symbol learning.

Articulation Disorders↗
PubMed1996

Choosing dentistry as a career--a profile of entering students (1992) to the University of Sydney, Australia.

The present study is an investigation of motives students have for wishing to become dentists. The study population comprised 85 first year dental students of the class of 1992 at the University of Sydney. A questionnaire which sought information on student demography, attitudes to dentistry, and motive rankings was administered. Demographic findings indicated that the majority of students came from countries in the Pacific rim and the male/female ratio was 62 to 38 per cent. Responses to the attitude questionnaire showed that Australian student motives for becoming dentists did not differ from those of students in other countries. The most predominant of these motives was to serve others, to become independent, to enjoy job satisfaction, and to acquire financial security. The least important motives were manual and communication skills, science and knowledge, and surprisingly, status and prestige. To attribute meaning and value to these motives, however, reflects inconsistencies which are expressed as contradictions between motive categories, between items within categories, and between motive categories and motive rankings. When one considers the basis upon which career decisions are made, disparity in the findings may be attributable to a decision-making process that rests on subjective rather than objective criteria.

Adolescent↗