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Results for “Manual Communication”

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At least 19 recordsLinked to original sources
PubMed1977

Effect of syntactic order on serial-recall performance of hearing-impaired and normal-hearing subjects.

Previous research on the effect of syntactic order on the memory performance of hearing-impaired subjects has indicated that in contrast to normal-hearing subjects the deaf do not make use of the syntactic order of a word string to facilitate retention and recall. The present study used an immediate serial recall paradigm rather than a paired associate paradigm requiring longer term retention. Using this paradigm, 10 normal-hearing, 10 hearing-impaired subjects trained with manual communication, and 10 hearing-impaired trained with oral communication were presented with word strings of four, six, and eight words in length. One set of word strings was syntactically well formed while another was randomly ordered. The subjects were presented the stimuli over nine trials. An analysis of the number of errors for each list length and order condition revealed facilitation due to syntactic order at the eight-word length for all subjects and at the six-word length for the hearing-impaired populations. An error analysis further supported the use of syntactic order by the hearing impaired to facilitate their retention of the word strings. Two ways of resolving the conflict between these results and prior results showing no facilitation are presented. The first recognizes the possible use of an order of mention strategy and its effect upon performance in these two studies. The second notes the differences in the involvement of semantic versus syntactic information in the tasks used in these studies.

Adolescent↗
PubMed1978

Sign codes and sign language: two orders of communication.

Deaf children, like all children, are born with a capacity for language; i.e. the symbolization and expression of cognitive functioning. Until the age at which hearing children are talking, deaf children communicate well with others, using their sight, touch, and other actions--the common gestures in the culture of their caretakers. The chief problem in communication arises when hearers reject the deaf child's gestural symbolization of his developing language knowledge. The problem is aggravated by insistence that the child use speech as do those who hear. Linguistic, cognitive, emotional, and behavioral problems may then follow, because of the attitude and actions of the hearing. All these problems can be resolved by early recognizing that the deaf person has a language and by honestly trying to learn and use it. This language is not a set of signs standing for spoken words but a complete language with its own rules for making sense in signed sentences.

Child↗
PubMed1979

Communication and reasoning skills of deaf and hearing signers.

Six tests of intellectual performance were administered to 25 deaf and 21 hearing adult signers. The two groups were not significantly different on tests of Lip Reading and Reception of Signed English but the hearing subjects were superior on tests of non-verbal reasoning and perceptual speed. The hearing were greatly superior on a test of verbal reasoning.

Adult↗
PubMed1977

Communication style and effectiveness in homogeneous and heterogeneous dyads of retarded children.

The channels, styles, and successfulness of communication used by retarded children when teaching a simple board game to a listener of similar or dissimilar age and ability to themselves were investigated. Forty children, half of high level and half of low level (means MAs=6.6 and 3.7 years, mean CAs-15.5 and 11.2 years, respectively) instructed a naive listener either at their own or at the other level, after they had been taught the game by the experimenter. Both high- and low-level speakers altered their channels and styles of communication to low-level listeners along the dimensions found by Shatz and Gelman (1973) with nonretarded children. However, the communication shifts, particularly those produced by high-level speakers, were ineffective in producing listener understanding. We concluded than communication-skills training for retarded children must be concentrated not only on the linguistic form, but also on the functional appropriateness of the children's utterances.

Adolescent↗