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At least 307 records · Page 17Linked to original sources
PubMed1983

A method to break the cognitive barrier between a deaf child and a hearing parent.

A deaf child actively uses about 1000 concepts in common with the hearing world. The rest of his up to 10,000 concepts belong to sign language and cannot be accurately translated into written language. This makes it difficult for the deaf to understand a normal written text, especially its abstractions. We have developed a new communication system in order to break the barrier between the hearing and the deaf. In this system a deaf child speaks with a writing hand-piece terminal through an FM route to a small unlimited text-to-speech synthesizer carried by the parent. The parent answers similarly to a 48-grapheme alphanumerical display carried by the child on a rack in front of him. The parent's unit with a speech synthesizer weighs about 2 kg and its size is about 7 X 20 X 25 cm; the size of the child's unit is one half of that and it weighs, with the display, 2 kg. Even a 4-year-old child carries the apparatus easily; nevertheless a still lighter unit is under construction. The system takes the learning process to everyday situations and makes it possible for a deaf child to converse in the normal written and spoken language. Thus, his concept capacity in the spoken language can be increased.

Adult↗
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↗
PubMed1991

Patterns of early lexical and cognitive development in premature and full-term infants.

The linguistic and cognitive development of 26 premature and 27 full-term infants was studied longitudinally over the first 3 years of life. Infants in the premature population included 12 who were below 1500 g in birthweight and an even larger number with "at risk" signs. Language samples were collected in the home approximately every other month, the children were given experimenter-designed tests periodically, and mothers were asked to keep diaries of their children's lexical development. The children were given standardized tests as they exited the study. Cognitive development was also measured periodically. The patterns of lexical and cognitive development of the prematures did not differ markedly from those of full-term infants. There were no significant differences between the prematures as a whole and the full-term infants on standard language test measures as they exited from the study. There were significant differences between the very low birthweight and full-term infants on two of the exit measures. However, the performance of the very low birthweight infants was well within the range of normal on these two measures. The nature of the study and the factors that might have led to lack of differences between the two groups are discussed.

Cognition↗
PubMed1991

Working hypnotically with deaf people.

Little attention has been given to the utilization of hypnosis with deaf people. In a recent study, we compared objective and subjective responses to two different hypnotic induction techniques by deaf and hearing undergraduate women. We presented hypnosis techniques orally to hearing subjects and visually, using sign-language, to deaf subjects. Results from this study failed to reveal any significant differences on objective or self-report levels of trance depth between the two populations. Our purpose in this article is to examine the similarities and differences of the induction process and hypnotic responses, including trance indicators, between deaf and hearing subjects.

Analysis of Variance↗
PubMed1979

Are social workers turning a deaf ear? A study of social services to the deaf.

This study assessed the quality and quantity of social services received by deaf persons residing in Salt Lake County, Utah. It was found that although a majority of human service agencies in the county have had some contact with deaf clients, only those agencies that have made an effort to develop programs especially for the deaf and employ someone who is skilled in sign language could deliver services effectively to this population.

Adult↗
PubMed1992

The extraction and use of facial features in low bit-rate visual communication.

A review is given of experimental investigations by the author and his collaborators into methods of extracting binary features from images of the face and hands. The aim of the research has been to enable deaf people to communicate by sign language over the telephone network. Other applications include model-based image coding and facial-recognition systems. The paper deals with the theoretical postulates underlying the successful experimental extraction of facial features. The basic philosophy has been to treat the face as an illuminated three-dimensional object and to identify features from characteristics of their Gaussian maps. It can be shown that in general a composite image operator linked to a directional-illumination estimator is required to accomplish this, although the latter can often be omitted in practice.

Face↗
PubMed1991

Identity patterns and self- and teacher-perceptions of problems for deaf adolescents: a research note.

The present study investigated self- and teacher-perceptions of deaf adolescents in relation to cultural identity. Fifty-one deaf adolescents completed the Porteous Checklist and Deaf Identity Scale presented in British Sign Language. Subjects were assigned to deaf, hearing or dual identity groups. Results suggest that deaf adolescents' self-perceived concerns are not dissimilar in content or severity to those of their hearing peers, although certain issues may assume a particular significance in the presence of deafness. The hypothesis that the hearing identity group would report most problems was not supported. Teachers rated the dual identity group as having the fewest difficulties.

Adolescent↗
PubMed1994

Psychiatric disorder in deaf and hearing impaired children and young people: a prevalence study.

Psychiatric screening questionnaires for deaf children and adolescents were piloted in a group of 62 children, aged 11-16 years, attending a residential school. The questionnaires, Parent's Checklist (PCL) and Teacher's Checklist (TCL) were then used to screen a group of 93 children attending one Deaf School and three Hearing Impaired Units (HIU). Psychiatric assessments were conducted with a highly structured diagnostic interview, the Child Assessment Schedule (CAS). The interview with signing deaf children was conducted with a sign language interpreter. The prevalence of psychiatric disorder in the whole group was 50.3%, 42.4% in the group attending the Deaf School and 60.9% for the group attending the HIUs. An aetiological model of psychiatric disorder in this group is proposed.

Adolescent↗
PubMed1995

Congenital non-syndromal autosomal recessive deafness in Bengkala, an isolated Balinese village.

Bengkala is an Indonesian village located on the north shore of Bali that has existed for over 700 years. Currently, 2.2% of the 2185 people in this village have profound congenital deafness. In response to the high incidence of deafness, the people of Bengkala have developed a village specific sign language which is used by many of the hearing and deaf people. Deafness in Bengkala is congenital, sensorineural, non-syndromal, and caused by a fully penetrant autosomal recessive mutation at the DFNB3 locus. The frequency of the DFNB3 mutation is estimated to be 9.4% among hearing people who have a 17.2% chance of being heterozygous for DFNB3.

Alleles↗
PubMed1992

The role of the fifth digit in music: discussion paper.

The increasing digital skill made manifest in the development of instrumental music is reviewed and supports the hypothesis that the fifth digit was belatedly used even when a suitable instrument had already become established. With notable exceptions, such as the harp, it appears that progressive improvements in instrument design was influenced by the need to utilize the fifth digits. Its greater use was accomplished in overlapping stages of increasing dexterity, of which the highest is exemplified by the left hand of the violinist. The apparent evolutional background of these observations is discussed. It is proposed that man has an inherent atavistic tendency to ignore the fifth digit and this view agrees with its neglect in gesture and sign language.

Fingers↗
PubMed1995

Mutism and cerebellar dysarthria after brain stem surgery: case report.

Transient mutism resolving to cerebellar speech after posterior fossa surgery is a well-recognized phenomenon, particularly in pediatric patients. The anatomic basis for this postoperative functional change is unclear but may reside in the dominant superior cerebellar hemisphere or the medial deep cerebellar nuclei. We report a case of an 8-year-old girl who presented for surgical resection of a cavernous malformation of the right pons (at the level of the middle cerebellar peduncle) after hemorrhage. Preoperatively, her complaints consisted of contralateral motor deficits. She had normal speech. Her lesion was resected through a subtemporal approach to the pons. She awoke unable to speak. She was able to communicate through a variety of verbal cues, including sign language. Her mutism lasted 12 days after which she underwent a prolonged period of slowly resolving cerebellar dysarthria. Her preoperative motor deficits also slowly resolved. This is the first reported case of mutism resolving to cerebellar dysarthria after a supratentorial approach to the brain stem. We discuss the anatomic basis for postoperative mutism in light of previous observations combined with the unusual finding of mutism after pontine surgery. In particular, reports of mutism after bilateral cerebellar hemispheric injury, bilateral or unilateral medial deep nuclear injury, and, now, pontine tegmental injury implicate the superior cerebellar hemispheres, the deep cerebellar nuclei, and the nuclear outflow through the superior cerebellar peduncle as the anatomic bases for cerebellar participation in the production of human speech.

Brain Neoplasms↗
PubMed1996

ENFI--an approach to teaching writing through computers.

An ongoing challenge for teachers of deaf students is to give these students a natural environment for writing English. Electronic Networks for Interaction (ENFI) provides a natural approach to teach writing skills to these students, making English more accessible. ENFI can be used in a variety of classroom activities giving opportunity to use writing for communicative purposes without struggling with the language.

Computer-Assisted Instruction↗
PubMed1996

Lipreading, reading and memory of hearing and hearing-impaired children.

The relationship between lipreading, reading and visual and sequential memory was investigated in hearing 10-year-olds and two groups of hearing-impaired 10-year-olds, one educated through the medium of English and the other through British Sign Language. The scores and the pattern of correlations between the variables were hypothesized to be different in the three groups and this was found to be the case. In the case of the hearing, visual memory for complex shapes was significantly correlated with lipreading. For the oral deaf, reading ability was significantly correlated with lipreading, but for the bilingual deaf the correlation was not significant. The possible implications of these findings for the relationships between the cognitive processes involved in lipreading and for the education of the deaf are discussed.

Child↗
PubMed1990

The costs and benefits of providing early intervention to very young, severely hearing-impaired children in the United States: the conceptual outline of a longitudinal research study and some preliminary findings.

This paper presents the conceptual framework for a newly instituted longitudinal research study into the costs and benefits of providing early intervention to very young, severely hearing-impaired children in the USA and the results of one of the studies after 2 years of intervention. The research design employs randomised procedures, blind assessment and treatment verification. The overall project is part of a 20 experiment national study that addresses specific questions about the effects of early intervention on the psychological development of hearing-impaired children. Those questions regard age-at-start, treatment intensity and programme variation. Two of the three experiments with hearing-impaired children are still in developmental stages, whilst the third, a communication methods comparison, has been started. The preliminary findings of the third experiment (which include 2 years of intervention effects) are presented. Two groups of young, severely hearing-impaired children between the ages of 18 months and 5 years (one an oral-aural group and one called an English sign language group) have received 20 months of intervention in one or other of the groups. Their developmental progress has been measured using the Battelle Developmental Inventory, several specific English language measures and two family measures. Whilst both groups showed significant progress over intervention time on all measures, the performance differences between the two groups were not statistically significant in any of the psychological domains tested.

Child Health Services↗