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3 segregated groups of Arab and Jewish deaf children of CA 10;9 (n = 28) were compared with a group of hearing Arab first graders (CA = 6;10, n = 32) on tests of basic arithmetic, static balance control, and the ability to suppress synkinetic finger movements. The hearing-impaired performed as well on arithmetic tasks and on the tests of synkinetic control as their normal peers who were four years younger, while on static balance they were even inferior to the latter. Significant correlations were found between the basic arithmetic and motor skills, within the hearing as well as within the hearing-impaired groups; these remained significant even within the small subgroups of the latter. As these results cannot be accounted for by low intelligence and neurological disturbances, or by direct or indirect effects of deficient language development, the assumption is supported that some type of neurological immaturity, unrelated to hearing loss, interferes with the acquisition of numerical skills in deaf children. 相似文献
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The study investigated 120 grade school children's impressions of deaf and hearing-impaired children. Scores on the Personal Attribute Inventory for Children showed that nonhandicapped students apply negative attributes similarly to both groups. Implications for mainstreaming and elimination of stereotypes are discussed. 相似文献
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Counseling literature has not adequately addressed various experiences encountered by hearing children of deaf adults. Awareness and understanding of these unique experiences would better prepare counselors to work with such clients. The authors review such experiences in the context of Deaf culture and believe such a review will enable the counselor to establish more effective counseling relationships with these children and their deaf parents. 相似文献
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Jack A. NaglieriJane A. WelchJeff Braden 《Journal of School Psychology》1994,32(4):371-383
This study examined the relationships among planning, attention, simultaneous, and successive (PASS) cognitive processing tasks for a sample of hearing-impaired students. There were 96 students (51 girls, 45 boys), aged 8 years to 16 years 11 months (mean AGE = 12.4 years, SD = 2.5 years). Most of the subjects (59%) received instruction through total communication and the remaining 41% students were enrolled in oral educational programs. The sample students attended a public day school (73%) or a state residential school for the deaf (27%). The confirmatory factorial results demonstrate that the PASS model was supported for this hearing-impaired sample as it has been in previous investigations involving normally hearing samples. These results support other exploratory and confirmatory factorial studies that have shown PASS tasks to be consistent with expectations. 相似文献
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Emily E. Enns Patrick Boudreault Christina G. S. Palmer 《Journal of genetic counseling》2010,19(2):161-173
Given the medical and cultural perspectives on deafness it is important to determine if genetic counselors’ attitudes toward
deaf people can affect counseling sessions for deafness genes. One hundred fifty-eight genetic counselors recruited through
the National Society of Genetic Counselors Listserv completed an online survey assessing attitudes toward deaf people and
scenario-specific comfort levels discussing and offering genetic testing for deafness. Respondents with deaf/Deaf friends
or who work in prenatal or pediatric settings had more positive attitudes toward deaf people than those without deaf/Deaf
friends or those working in ‘other’ settings. More positive attitudes toward deaf people correlated with higher comfort level
talking about genetic testing for the two scenarios involving culturally Deaf clients; and correlated with higher comfort level offering genetic testing to culturally Deaf clients wishing to have a deaf child. Attitudes and comfort level were not correlated
in the scenarios involving hearing or non-culturally deaf clients. These results suggest that genetic counselors’ attitudes
could affect information provision and the decision making process of culturally Deaf clients. Cultural sensitivity workshops
in genetic counseling training programs that incorporate personal interactions with culturally Deaf individuals are recommended.
Additional suggestions for fostering personal interactions are provided. 相似文献
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Cultural Awareness: Enhancing Counselor Understanding,Sensitivity, and Effectiveness With Clients Who Are Deaf 总被引:1,自引:0,他引:1
Scott W. Peters 《Journal of multicultural counseling and development》2007,35(3):182-190
During their professional career, counselors may encounter a client who is deaf; however, they may feel unprepared to work effectively with this population. Counselors who have an understanding of individuals who are deaf through their history, language, and other important considerations might be better prepared to work with this unique and underserved population. A lo largo de su carrera profesional, los consejeros pueden encontrarse con un cliente que sea sordo; sin embargo, puede que no se sientan preparados para trabajar efectivamente con esta población. Aquellos consejeros que tienen un conocimiento de los individuos que son sordos a través de su historia, lenguaje y otras consideraciones importantes podrían estar mejor preparados para trabajar con esta población singular y desatendida. 相似文献
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《Aggression and violent behavior》1999,4(3):259-272
The few available studies on the relationship of hearing loss to violence indicate that the prevalence of brain damage, learning disability, communication disorders, educational retardation, unemployment, and underemployment in the deaf and hard-of-hearing population creates frustration which tends to manifest in disproportionate aggression, violence, and hostility. Relative to prevalence, hearing-impaired people are overly represented in the prison population, which is the major datum the literature on violence and hearing loss yields. Other than 12 studies and an American Speech and Hearing Association Committee report documenting the fact, there is an amazing paucity of literature on hearing loss and violence. The reasons for this deficit of information are discussed and ways to remediate the problem are suggested. 相似文献
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为了考察信息输入方式、文本类型和测题类型对聋生语篇理解的影响,研究通过录像呈现,以口语、手语、书面语三种输入方式向学语前极重度七、八、九年级聋生呈现叙述性和描述性两种文本类型的语篇信息,并要求其完成理解测试。结果显示:输入方式对聋生语篇理解的效率存在影响,书面语成绩最高且速度最快,依次为手语、口语,文本类型和测题类型对该影响有调节作用。结果表明输入方式是聋生语篇理解的主要影响因素,文本和测题类型是调节因素。 相似文献
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听觉通道受损,是否会影响聋人的视觉功能?有三种理论对此做出了解释。缺陷理论:聋人视觉功能存在缺陷,包括听觉脚手架假说和劳动分工假说。补偿理论:聋人视觉功能会表现出增强,包括响应增强假说、知觉增强假说、超通道功能假说和背侧通路假说。整合理论:聋人视觉功能既可能表现为缺陷,也可能表现为增强,与实验任务和被试年龄有关。本文评述了听觉障碍对聋人视觉功能影响的三种理论,并对其今后的发展趋势进行了展望。 相似文献
13.
Jeffery P. Braden 《Journal of School Psychology》1985,23(4):375-382
Deaf norms have been published for the Wechsler Intelligence Scale for Children-Revised Performance Scale, (WISC-R PS). Argument requiring separate deaf norms are evaluated with data describing deaf and hearing children's performances on nonverbal IQ tests. It is concluded that deaf norms are not required for deaf children. The issue of which norms a psychologist should select for scoring WISC- R PS protocols is discussed with reference to the impact that deaf and hearing norms have upon inter- and intraindividual comparisons. 相似文献
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Deafness and developmental dyslexia in the same individual may jointly limit the acquisition of reading skills for different underlying reasons. A diagnostic marker for dyslexia in deaf individuals must therefore detect the presence of a neurobiologically based dyslexia but be insensitive to the ordinary developmental influences of deafness on reading skill development. We propose that the functional status of the magnocellular visual system in deaf individuals is potentially such a marker. We present visual evoked potential (VEP) evidence that adult deaf poor readers as a group display magnocellular system deficits not observed in deaf good readers. We recorded pattern-reversal VEPs to high- and low-contrast checkerboard stimuli, which primarily activate the parvocellular and magnocellular pathways, respectively. Principal components analysis of these VEPs produced a time-ordered sequence of three early components that displayed interactions between reading skill and stimulus contrast across multiple scalp recording sites. Deaf poor readers displayed an abnormal absence of contrast-sensitive VEP responses at occipital sites during early visual processing (75 ms poststimulus), whereas deaf good readers showed the expected early contrast-sensitive occipital VEP responses. Over the subsequent 225 ms, the occipital VEP behavior of deaf poor readers closely approximated that of deaf good readers. The VEPs of deaf poor readers were apparently characterized by delayed responses to low-contrast stimuli compared with deaf good readers. Our results provide the first neurobiological evidence that developmental dyslexia exists within the deaf population and is associated with the same underlying magnocellular system deficit that has been observed in hearing dyslexics. Direct neural imaging of the status of the magnocellular visual system in deaf individuals may eventually provide differential diagnosis of developmental dyslexia in the deaf population. 相似文献
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聋童执行功能发展:聋童与正常儿童的比较 总被引:6,自引:0,他引:6
利用标准Dimensional Change Card Sort任务(DCCS),对76名智力正常的3~8岁聋童和78名3~5.5岁的正常儿童进行了对比测试,旨在考察聋童执行功能发展的年龄特征与发展水平。结果发现,3岁组的聋童和正常儿童在DCCS任务上的表现没有显著性差异,但正常儿童在4~4.5岁时进入一个迅速发展期,而聋童要在6岁时才有快速的发展,到7岁后才相当于正常儿童5岁的发展水平,大约滞后2年。研究认为,造成聋童执行功能发展滞后的原因主要有:(1)语言符号系统和聋童特有的符号系统之间可能存在的差异;(2)聋童可能存在计划和灵活性的缺陷;(3)聋童可能存在命名和标识策略上的困难和注意机制的缺陷。结合关于聋童心理理论发展滞后于正常儿童7年以上的报道,心理理论发展和执行功能发展在聋童身上表现出较大的不一致性。 相似文献
17.
CANDIDA C. PETERSON 《Scandinavian journal of psychology》2009,50(5):475-483
Central to the interface of social-cognitive and communicative development is the growth of a theory of mind (ToM). ToM is mastered by most hearing children and deaf children of signing deaf parents by the age of 5 or 6 but is often seriously delayed in deaf children of hearing parents. This paper reviews recently published research on deaf children's ToM development and presents an original study consisting of eight longitudinal case histories that collectively map late-signing deaf children's ToM performance from 44 to 158 months of age. While five tentative conclusions can be posited from the collective research so far, further investigation of each of these possibilities is clearly needed. 相似文献
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听障者阅读时是否激活语音信息是听障者阅读研究领域的热点问题之一。本研究使用眼动技术,采用绕口令材料,考察口语经验和阅读能力对听障大学生汉语阅读中语音激活的影响。结果发现,口语经验较多且阅读能力较高(OHRH)的听障大学生的绕口令效应大于口语经验较少但阅读能力较高(OLRH)的听障大学生,OLRH组的绕口令效应大于口语经验较少且阅读能力较低(OLRL)的听障大学生。局部指标分析发现OHRH和OLRH组在早期和晚期指标上均存在绕口令效应,OLRL组只在晚期指标上才出现绕口令效应。结果表明,口语经验和阅读能力影响听障大学生汉语阅读中的语音激活。 相似文献
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ABSTRACT Being connected to other people at the level of inner and unobservable mental states is one of the most essential aspects of a meaningful life, including psychological well-being and successful cooperation. The foundation for this kind of connectedness is our theory of mind (ToM), that is the ability to understand our own and others’ inner experiences in terms of mental states such as beliefs and desires. But how do we develop this ability? Forty-six 17- to 107-months-old children completed a non-verbal eye-tracker false-belief task. There were 9 signing deaf children from deaf families and two comparison groups, that is 13 deaf children with cochlear implants and 24 typically developing hearing children. We show that typically developing hearing children and deaf children from deaf families, but not deaf children with cochlear implants, succeeded on a non-verbal eye-tracking ToM task. The findings suggest that the ability to recognize others’ mental states is supported by very early, continuous and fluent language-based communication with caregivers. 相似文献
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《Quarterly journal of experimental psychology (2006)》2013,66(11):2237-2252
Many deaf individuals do not develop the high-level reading skills that will allow them to fully take part into society. To attempt to explain this widespread difficulty in the deaf population, much research has honed in on the use of phonological codes during reading. The hypothesis that the use of phonological codes is associated with good reading skills in deaf readers, though not well supported, still lingers in the literature. We investigated skilled and less-skilled adult deaf readers' processing of orthographic and phonological codes in parafoveal vision during reading by monitoring their eye movements and using the boundary paradigm. Orthographic preview benefits were found in early measures of reading for skilled hearing, skilled deaf, and less-skilled deaf readers, but only skilled hearing readers processed phonological codes in parafoveal vision. Crucially, skilled and less-skilled deaf readers showed a very similar pattern of preview benefits during reading. These results support the notion that reading difficulties in deaf adults are not linked to their failure to activate phonological codes during reading. 相似文献