Search PubMed⌕ Search

SEARCH · Search PubMed

Results for “Manual Communication”

Search indexed PubMed citations on genomics, clinical trials, systematic reviews and public health. Explore titles, authors and supplied subject terms, then open the PubMed record.

Quote a phrase for an exact phrase match. Source license links do not imply unrestricted reuse.

At least 163 records · Page 9Linked to original sources
PubMed2006

Rational versus anti-rational interpretations of science: an ape-language case-study.

Robert Nola (2003) has argued that anti-rationalist interpretations of science fail to adequately explain the process of science, since objective reasons can be causal factors in belief formation. While I agree with Nola that objective reasons can be a cause of belief, in this paper I present a version of the strong programme in the sociology of knowledge, the Interests Thesis, and argue that the Interests Thesis provides a plausible explanation of an episode in the history of ape-language research. Specifically, I examine Terrace, Petitto, Sandess, & Bever (1979, 1980) illegitimate comparison of the signing of their chimpanzee, Nim, with data from human early childhood language development, and argue that Terrace et al.'s interests played a causal role in determining their sceptical beliefs concerning ape linguistic abilities. However, I go on to argue that Terrace et al.'s interests are not the only causal factors in determining their beliefs: objective reasons, associated with the institution of new methodologies, were also causally determinative of Terrace et al.'s sceptical beliefs. Consequently, I argue that belief formation in science is a multi-factorial affair wherein both interests and objective reasons have causal roles. I finish the paper with two conjectures concerning the proper locus of scientific rationality.

Animal Communication↗
PubMed1980

Influence of iconicity and phonological similarity on sign learning by mentally retarded children.

The acquisition sign-word pairs by verbal moderately and severely retarded children as a function of the iconicity and cheremic (phonological) similarity of the signs and the vocabulary age of the subjects was studied using a recall format (alternate learning and test trials) paired-associates paradigm. Results of an analysis of variance revealed that iconicity enhanced learning, similarity interfered with acquisition, and there was no effect of vocabulary age within the range studied. There were not interaction among the above variables. Results were discussed in terms of the implications for teaching sign as a communication tool and for further research.

Adolescent↗
PubMed1982

Increasing probability of sign language learning by severely mentally retarded individuals: a discussion of learner, sign production, and linguistic variables.

A pervasive problem for educators of the severely mentally retarded is language training. In spite of extensive oral language training, many severely mentally retarded individuals never acquire functional oral language. Many of these clients, however, are able to acquire sign language communication skills. The present article discusses sign language learning in terms of learner attributes, production variables in sign, and the referential concepts which the signs represent. More specifically, it is hypothesized that by taking into account variables such as sign translucency, referential concreteness, learning readiness, and by externally organizing the signs to be learned along visual continuums, the probability of sign learning by severely mentally retarded individuals can be increased.

Communication Devices for People with Disabilities↗
PubMedDate not supplied

Acoustic and perceptual characteristics of vowels produced during simultaneous communication.

UNLABELLED: This study investigated the acoustical and perceptual characteristics of vowels in speech produced during simultaneous communication (SC). Twelve normal hearing, experienced sign language users were recorded under SC and speech alone (SA) conditions speaking a set of sentences containing monosyllabic words designed for measurement of vowel duration, formant frequencies, and fundamental frequency in consonant-vowel-consonant (CVC) syllables and 60 listeners audited the speech samples. Although results indicated longer sentence and vowel durations for SC than SA, the data showed no difference in spectral characteristics of vowels produced during SC versus SA, indicating no degradation of vowel spectrum by rate alteration during SC. Further, no difference was found in listeners' ability to identify vowels produced during SC versus SA, indicating no degradation of vowel perceptual cues during SC. These conclusions are consistent with previous research indicating that temporal alterations produced by SC do not produce degradation of segmental acoustical characteristics of spoken English. LEARNING OUTCOMES: As a result of this activity, the participant will be able to (1) describe simultaneous communication; (2) explain the role of simultaneous communication in communication with children who are deaf; (3) describe vowel acoustics in English speech; (4) discuss methods of measuring vowel perception; (5) specify the acoustic characteristics of vowels produced during simultaneous communication; and (6) specify the ability of listeners to perceive vowels in speech produced during simultaneous communication.

Adult↗
PubMed1987

Acquisition of sign language by autistic children. III: Generalized descriptive phrases.

Sign language training has emerged as a viable alternative to speech for those autistic children who remain nonverbal in spite of remediation efforts. Yet the variables responsible for the acquisition of specific signing skills have not been fully investigated. The present study was undertaken to validate experimentally a portion of a general language intervention program developed by the authors. Specifically, we focused on descriptive signing that involved action-object phrases. Four autistic children were successfully taught such phrases following an intervention composed of prompting, fading, stimulus rotation, and differential reinforcement. After being trained on a small number of action-object phrases, the children displayed skill generalization to new situations. The results were discussed with respect to the likely need for added incidental teaching to bring about communicative use of the skills taught.

Adolescent↗
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↗
PubMed1996

Training profoundly retarded adults to communicate using handguiding.

Four multiply disabled, profoundly retarded young adults received two series of instructional activities designed to teach them to use handguiding to communicate basic needs and intents. All had failed in previous attempts to learn to communicate using augmentative devices and strategies. Caregivers and staff served as partners in communication. Three of the four subjects were successful in learning some basic communication skills using the strategy of having a partner and handguiding as a technique.

Adult↗
PubMedDate not supplied

The operations manual: a mechanism for improving the research process.

BACKGROUND: The development and use of an operations manual has the potential to improve the capacity of nurse scientists to address the complex, multifaceted issues associated with conducting research in today's healthcare environment. An operations manual facilitates communication, standardizes training and evaluation, and enhances the development and standard implementation of clear policies, processes, and protocols. A 10-year review of methodology articles in relevant nursing journals revealed no attention to this topic. OBJECTIVES: This article will discuss how an operations manual can improve the conduct of research methods and outcomes for both small-scale and large-scale research studies. It also describes the purpose and components of a prototype operations manual for use in quantitative research. CONCLUSION: The operations manual increases reliability and reproducibility of the research while improving the management of study processes. It can prevent costly and untimely delays or errors in the conduct of research.

Cost-Benefit Analysis↗
PubMed1982

Sign language acquisition by a global aphasic.

A left hemisphere-damaged, hemiplegic, and globally aphasic man was taught receptive and expressive language using Total Communication--a combination of standardized sign language and speech. After an initial period during which words (in sign) were learned slowly and with frequent lapses of memory, the subject's learning ability and memory improved dramatically. He has learned to communicate using increasingly complex, syntactically correct sentences, self-correcting his mistakes. He reads and understands simple sentences. These results suggest that it may be possible to restore communicative function even in those stroke victims who remain orally aphasic if a suitable means of expression can be found.

Aphasia↗
PubMed1996

Analysis of workload predictions generated by multiple resource theory.

BACKGROUND: During the design process, operator workload assessments sometimes require subject matter experts (SME's) to predict the amount of physical and mental demands they expect during system employment. Often, these subjective estimates are considered within the context of models that partition human capabilities into discrete resources. Such models require the SME's to rate tasks on how they affect resource consumption. This type of assessment technique is based upon the premise that raters can effectively discriminate their own resources. METHODS: Subjective workload ratings based on multiple resource theory were collected independently from two highly experienced pilots for 225 different tasks of an anticipated mission for a future advanced strike aircraft. The data were examined using a factor analytic approach. RESULTS: Factor analysis of their responses suggest that while such ratings have high face validity and even high inter-rater reliabilities, the ratings could have little validity in terms of efforts required to use the seven postulated resource channels (i.e., visual or auditory input, spatial, verbal or analytical cognition, and manual or speech output). Ratings of efforts required for the cognitive resource channels were particularly suspect. We identified four independent factors for each pilot that accounted for virtually all of the intercorrelations among the 7 resource channels. Three factors (i.e., visual-spatial, verbal communications, and manual and speech output) were identical for both pilots and accounted for most of the explainable variance. CONCLUSION: Given these results, this analysis challenges the utility of a multiple resource framework for predictive workload assessments.

Adult↗
PubMed1985

Intraoperative communication.

Superior technique necessitates effective intraoperative communication. Hand signals can convey most of the wishes of the surgeon. Pragmatic execution calls for mixing hand signals with anticipation and verbal commands.

Humans↗