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PubMed2001

Memory for faces, shoes, and objects by deaf and hearing signers and hearing nonsigners.

The visual spatial memory of 15 deaf signers, 15 hearing signers, and 15 hearing nonsigners for shoes, faces, and verbalizable objects was measured using the game Concentration. It was hypothesized that the deaf and hearing signers would require fewer attempts than the hearing nonsigners on the shoes and faces tasks because of their experience of using a visual-spatial language; and, in the case of the Deaf, also possibly, due to a compensatory mechanism. It was also hypothesized that memory for shoes would be more like that for faces than for simple objects. It was also anticipated that there would be no difference between the three group's memories for verbalizable objects. Deaf signers were found to be similar to hearing signers, both of whom were better than hearing nonsigners on the faces and shoes tasks. Generally, performance on the faces and shoes tasks was similar and followed the same pattern for the three groups. The three groups performed at a similar level on the objects task. There were no gender differences.

Adolescent↗
PubMed2006

Learning to communicate with children with disabilities.

A positive incident during a placement in a special school is used to illustrate that reflecting on positive incidents helps the student nurse to recognise good practice and personal strengths. The incident involving a child's achievement in mastering new communication skills led to improved understanding of the role of the special educational needs teacher and the speech and language therapist and the positive effect of early professional intervention. It also emphasised the benefits of Makaton and picture aids for children with communication problems. A major benefit of the placement experience was that it improved the student's confidence in approaching and interacting with children with special needs and speech difficulties. It also highlighted the value of nurses learning basic Makaton in order to enhance their communication skills. Using reflection to review positive experiences can be as effective in highlighting strengths and weaknesses as reflecting upon negative experiences.

Attitude of Health Personnel↗
PubMed1986

Interview, diagnostic, and legal aspects in the forensic psychiatric assessments of deaf persons.

Forensic psychiatric assessments rely on many underlying presumptions concerning the language development and abilities of their subjects. Although these assumptions may apply across a culturally diverse group of hearing subjects, they probably do not apply to those who are prelingually deaf because such deaf persons never developed verbal language. In this article, a review of the range of literature focusing upon the unique aspects of interviews, diagnosis, and legal understanding of the deaf is conducted. An attempt to illuminate those features believed to be most relevant to forensic assessments of this unique population is made. The demands of interviews conducted in manual language are discussed and particular attention is paid to the impact of the interpreter upon confidentiality, privilege, agency, and the dynamics of the interview. It is also suggested that many of the baseline behaviors of the deaf may, at least partly, result from differences in communication style between the deaf and hearing. This article reports that many major mental disorders occur with the same frequency among the deaf and hearing and include many of the same symptoms. However, organic mental disorders may occur at a somewhat greater rate among the deaf because of the organic basis of deafness. Finally, the ways in which deafness and the use of an interpreter may influence the deaf person's ability to understand and relate to legal concepts and process are discussed. It is noted that many of these problems may arise from a deaf persons inexperience or undereducation about legal matters rather than psychopathology.

Deafness↗
PubMed1975

Observations on a sidewalk ashram.

Meetings between an American guru and his followers were observed and 14 of the devotees were interviewed. Virtually all gave histories of chronic unhappiness and unsatisfactory parental relations. On involvement with the guru and a new 'family,' the experienced increased well-being and periods of bliss, and their acceptance of mystic Hindu beliefs was solidified. Factors relating to the devotees' psychological 'lift' are delineated, including ways that the bond to the leader possibly aided them in dealing with inner conflict. Earlier experiences with psychedelic drugs appeared to have influenced many of the subjects to Hinduism and the guru. It is postulated that a psychological characteristic of the devotees is a strong underlying wish for union with a powerful object,and that this bore on their susceptibility to the influence of certain regressive psychedelic experiences.

Adult↗
PubMed2001

Theoretical and empirical aspects of gene-culture coevolution.

Cultural transmission can be roughly defined as the transfer of information between individuals by social learning (see below). Genes used to be, and for most species still are, the only means available for the accurate transfer of information across generations. In species where cultural transmission has developed, notably the human, interactions can occur between the two inheritance systems. Gene-culture coevolution refers to the evolutionary phenomena that arise from these interactions. As we shall see, these interactions can take various forms.

Adult↗
PubMed1993

Functional anatomy of human speech.

The outlines of an investigation into side differences between the Planum temporale (The Geschwind-Levitzky areas) of ten human brains are given. Volume of this area and cell numbers are clearly asymmetric, the left side being consequently larger by 38-34% over the same area at right. Cell density (cell No/volume) is virtually the same on both sides. Some comments upon the data are being made.

Animals↗
PubMed1987

Autistic children exposed to simultaneous communication training: a follow-up.

Fourteen originally mute, low-functioning autistic children, exposed to intensive simultaneous communication training, were followed up 1 to 4 years later. Psychometric testing, communication assessment, and teacher and parent interviews were employed. Results showed that at least half of the children who had become verbal by program termination remained verbal at follow-up. Higher-functioning and verbal children performed overall better than their lower-functioning and mute peers. Children exposed longer to the intensive program and those exposed to good schooling after termination fared better at follow-up, as did those whose parents were more involved in their training. Yet teachers and parents employed mainly speech rather than signs to communicate with these children, despite the children's difficulty with speech. Compared to the verbal children, who recalled signs and words equally well, the mute children recalled signs better than words. The findings are discussed for their relevance to choice of communication training with different subgroups of autistic children.

Adolescent↗
PubMed1981

A strategy for research on the use of nonvocal systems of communication.

This paper discusses problems with current research on the use of nonvocal communication systems with special reference to the severely and profoundly mentally retarded. A strategy for research, designed to provide a method whereby critical practical and theoretical issues can be isolated, is described. The approach involves surveys of use, development of procedures for assessment and program monitoring, the development of teaching methods for use with neglected groups, and experimental investigations of the interaction of system variables and subject characteristics. The strategy is illustrated with examples from ongoing research.

Child↗
PubMed1982

Positive practice overcorrection combined with additional procedures to teach signed words to an autistic child.

The present study evaluated the effectiveness of using positive practice overcorrection in combination with other techniques to teach two manual signs ("milk" and "cookie") to an autistic boy. This boy had a great deal of difficulty in forming any type of discrimination and often became confused in learning the most simple simultaneous discrimination. Intervention primarily consisted of positive practice overcorrection in which the subject was physically guided to form a required hand sign 10 times when he responded incorrectly and was positively reinforced when he signed correctly. The study used a changing criterion within a multiple-baseline design across responses. The results indicated that overcorrection plus positive reinforcement was effective in teaching one sign (milk), however, and added contingent exercise (having to stand up and sit down 10 times for an incorrect response) was required to teach the second sign (cookie). Once the two signs were learned to a criterion level, it was a relatively easy task for the subject to respond correctly with the signs in a matching-to-sample task.

Autistic Disorder↗
PubMed1995

Quantified multidimensional assessment of autism and other pervasive developmental disorders. Application for bioclinical research.

A large number of investigation techniques are used to establish the relationships between the clinical and biological data which are necessary for physiopathological analysis in the field of developmental disorders. It therefore seemed necessary to develop a quantified grouping system, based on developmental assessments, which could allow closer matching between clinical evaluations and biological numerical data. Two hundred and two subjects presenting developmental disorders (autistic disorder, pervasive developmental disorder not otherwise specified and mental retardation) were examined. For each child, a quantification of autistic behaviour, intellectual impairment, neurological signs and language and communication disorders was performed. A cluster analysis of these quantified data elicited four subgroups according to the scores obtained in these four different areas. We showed the value of this approach by applying it to one of the studies of monoamines routinely examined in childhood autism--dopamine and HVA, its main urinary derivative. Moreover, this method revealed a subgroup within the total population which was independent of nosographic classification and which had a particular clinical and biochemical profile. Other applications could follow, for example in the fields of neurophysiology, cerebral imaging, molecular biology and genetics.

3,4-Dihydroxyphenylacetic Acid↗