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PubMed1995

The role of emotionality and typicality in speechreading.

Two experiments were carried out to investigate how emotionality and typicality could influence speechreading performance. Typical and atypical sentences for a certain script, and emotional sentences (happy and sad content, presented with happy, sad or neutral facial expression) were shown without sound on a TV-screen. Two different scripts (restaurant and doctor) were used. In Experiment 1, hearing-impaired subjects participated and in Experiment 2, normal-hearing subjects participated. Experiment 2 also evaluated the effects of tactile information. The results from both experiments showed that typical restaurant sentences were the easiest to speechread of all sentence-types, in line with script-theory (Abelson, 1981; Anderson, 1983; Bellezza & Bower, 1981; Nottenburg & Shoben, 1980; Yekovich & Walker, 1986). For the doctor script, sad sentences were better speechread than happy sentences, also according to script-theory. In addition, perception of emotional content was enhanced by tactile information. Generally, both the cognitive and emotional effects are script-dependent, suggesting important social constraints on speechreading accuracy.

Adult↗
PubMed1993

Interviewing deaf children, the interviewer effect: a research note.

A highly structured diagnostic interview, the Child Assessment Schedule (CAS), was used to investigate the influence of the interviewer's signing ability and cultural status on the outcome of psychiatric assessments of signing deaf children and adolescents. Preliminary findings suggest that linguistic competence of the interviewer had a significant effect on the range of symptoms elicited at interview. In particular that poor competence leads to the masking of a child's emotional difficulties.

Adolescent↗
PubMed1995

Deafness, conversation and theory of mind.

The child's developing theory of the mind as an interconnected network of beliefs, desires and feelings that govern behaviour provides a cornerstone for social and intellectual life. Recent research has suggested that autistic children have difficulty acquiring such a theory. Although it is speculated that a specific neurological deficit may be responsible for autistic children's difficulties on false belief tasks devised to test a theory of mind, these may also be due to a lack of exposure to conversation about mental states. In this study we explored the development of a theory of mind in a group of 26 signing, prelingually-deaf Australian children of normal intelligence, aged 8-13 years. Results revealed that 65% of these deaf children failed a simple test of false belief which normal preschoolers, mentally retarded children, and other handicapped groups--apart from children with autism--routinely pass at a mental age of 4-5 years. No significant difference emerged between deaf children's performance and that of autistic children tested on the same task in previous research. We discuss the results in terms of a conversational account of the development of a theory of mind in deaf children, and the extent to which this account is applicable to children with autism.

Adolescent↗
PubMed1976

Family therapy in treatment of the deaf: a case report.

Deaf patients with psychological problems have developmental handicaps and clinical characteristics that reduce the effectiveness of traditional modes of psychotherapy. Attempts have been made to utilize individual and group therapy, but family therapy has been largely overlooked as a method of alleviating problems of the deaf. Clinical and research writings provide us with rich insights into the family dynamics of the deaf. These data suggest to the authors that the problems of deaf individuals are largely related to family problems, and therefore merit a family orientation as the focus for treatment. This paper describes an attempt to apply family therapy with a range of deaf patients over a period of two years. From a review of their work, the authors conclude that family therapy can be effective, particularly in the treatment of deaf adolescents and children.

Adolescent↗
PubMed1993

Disordered communication and grieving in deaf member families.

When a deaf child is born to hearing parents, a grieving process is initiated in the parents. Unresolved grieving over their child's deafness often makes it difficult for hearing parents to accept the importance of signing, thus increasing the child's problems--a further source of grief for these parents. Clinical illustrations are provided of (1) the reciprocal relationship between disruption of the mourning process and disturbance of communication between family members, and (2) the transmission of the dysfunctional relationship between hearing parents and deaf children to the subsequent relationship between the deaf children, when they reach adulthood, and their hearing children.

Adolescent↗
PubMed1990

The written recall of printed stories by severely deaf children.

The written recall of printed stories by a sample (N = 16) of severely deaf children (mean age 13:3) was compared with that of a slow-reading hearing sample. The deaf children recalled as much, or more, of the story content. In general, however, their recall contained more distortions of the kind that indicates a break-down of the temporal structure of the story. The writing of one story in Sign word order proved to have a facilitatory effect on close recall by the deaf children, but not upon their free recall (as measured by either the amount recalled or the number of distortions), thus clarifying a well-confirmed finding in the literature. The deaf had even more difficulty than the slow-hearing in employing a "top-down", schema-driven strategy at the whole passage level.

Adolescent↗