听觉丧失对听障学生时间知觉的影响

本研究采用同时判断任务和时距二分任务,探讨了听觉丧失对听障学生视觉通道的时间知觉的影响及其机制。两个系列实验结果表明,听觉丧失损伤了听障学生视觉通道的时序知觉准确性、敏感性以及时距知觉的敏感性,支持了普遍缺陷假设;但是,听障学生视觉通道的时距知觉的准确性却未受到听觉丧失的显著影响,支持了知觉补偿假设。因此,听觉丧失对听障学生视觉通道的时间知觉的影响可能是基于选择性的机制,这主要取决于不同的时间任务以及知觉属性等因素。     

词窗口条件下老年阅读者信息提取过程的眼动研究

本研究以眼动仪为工具,通过消失文本范式考察老年阅读者从视觉刺激中提取语义信息的必要呈现时间。实验一发现,老年阅读者阅读消失文本的视觉刺激必要呈现时间在120 ms以后。实验二在实验一的基础上,将消失时间设置为120 ms1、40 ms、160 ms、180 ms和200 ms。研究结果发现,老年阅读者阅读消失文本的必要延迟时间是200 ms,结果支持眼动控制理论中认知控制模型。     

Symbolism as an expression of religious spiritual development amongst the deaf

Data provided by Indian Census 2011 point to a staggering population of 18 million deaf people in the country. It becomes imperative to explore how the deaf integrate religious spiritual development in their lives since disability of hearing and speech adds an extra brunt on the psyche by limiting its linguistic expression. The essence of religious spiritual development can be understood as the faith that drives a person and guides him or her in times of happiness and grief. Religious spiritual development has been mostly studied amongst the able-bodied and it becomes essential to understand how the congenitally deaf integrate it in their lives. The participants in the study were 40 deaf children and 40 able-bodied children age ranging (10–16?years). The main aim was to explore the religious spiritual development of these children via theme-based content analysis of drawings. Results reveal unique patterns of symbolic manifestations for the two groups.     

First‐hand sensory experience plays a limited role in children's early understanding of seeing and hearing as sources of knowledge: Evidence from typically hearing and deaf children

One early‐developing component of theory of mind is an understanding of the link between sensory perception and knowledge formation. We know little about the extent to which children's first‐hand sensory experiences drive the development of this understanding, as most tasks capturing this early understanding target vision, with less attention paid to the other senses. In this study, 64 typically hearing children (M_age = 4.0 years) and 21 orally educated deaf children (M_age = 5.44 years) were asked to identify which of two informants knew the identity of a toy animal when each had differing perceptual access to the animal. In the ‘seeing’ condition, one informant saw the animal and the other did not; in the ‘hearing’ condition, one informant heard the animal and the other did not. For both hearing and deaf children, there was no difference between performance on hearing and seeing trials, but deaf children were delayed in both conditions. Further, within both the hearing and deaf groups, older children outperformed younger children on these tasks, indicating that there is a developmental progression. Taken together, the pattern of results suggests that experiences other than first‐hand sensory experiences drive children's developing understanding that sensory perception is associated with knowledge.     

听障大学生阅读中的语音激活：来自绕口令效应的证据

由于听觉经验的缺失,听障者能否在阅读中激活语音信息？目前的研究结果存在争议。绕口令效应指读者阅读绕口令的时间要显著长于控制句,这与语音信息的激活密切相关。本研究采用眼动技术考察听障大学生的绕口令效应。结果发现,无论是整体分析还是局部分析,听障大学生的绕口令效应都弱于健听学生,绕口令效应出现在词汇识别的晚期及句子整合阶段,听障大学生的绕口令效应在句子中比健听学生出现得更晚。这表明听障大学生在阅读中激活了语音信息,但激活程度比健听学生弱,出现得晚。     

The Role of Morphology and Short Vowelization in Reading Arabic among Normal and Dyslexic Readers in Grades 3, 6, 9, and 12

This study was an investigation of several Arabic reading measures among dyslexics and normal Arabic readers across different ages (grades 3, 6, 9, and 12): the role of morphology, short vowelization (phonological and syntactic skills), spelling, reading isolated words, and reading comprehension. The results of the one-way ANOVAs indicated clear differences between the dyslexic readers and the normal readers on all reading measures. However, the stepwise regression analysis revealed consistent “orthographic” results: morphology (identification and/or production) and spelling were generally the most powerful predictors of both reading accuracy and reading comprehension among dyslexic and normal readers across these different age groups. The results are discussed in terms of the characteristics of the Arabic orthography and the heavy reliance of readers at all levels and ages on “orthographic” factors in reading.     

Philosophy's Real-World Consequences for Deaf People: Thoughts on Iconicity, Sign Language and Being Deaf

The body of philosophical knowledge concerning the relations among language, the senses, and deafness, interpreted as a canon of key ideas which have found their way into folk metaphysics, constitutes one of the historically sustained conditions of the oppression of deaf people. Jonathan Rée, with his book I see a voice, makes the point that a philosophical history, grounded in a phenomenological and causal concern with philosophical thought and social life, can offer an archaeology of philosophy's contribution to the social oppression of deaf people.This article offers support for such a project while being critical of Rée's philosophical phenomenology, since it presumes, àpriori, two ideas about deafness and sign language: firstly, that deaf experience is like hearing experience but without hearing; and secondly, that the iconic qualities of sign languages are strictly superficial phenomena. Both presumptions, it is argued here, derive from the same philosophical knowledge which has linked deafness to the sense of hearing and the voice, and in doing so secured an intellectual basis for the oppression of deaf people in social life.Instead it is proposed, using examples of sign language use, that deafness as sensory experience is best understood by reference to the sense of sight; that iconicity is a central creative resource in sign language formation, maintenance and productivity; that Rée's philosophical phenomenology, as a metatheoretical critique of philosophical knowledge, proves unable to selfreflexively uncover (let alone overcome) existing presumptions in philosophy and social life; and that as a consequence that project itself risks perpetuating, within philosophy, key conditions of the oppression of deaf people.     

TRAINING TEACHERS IN GENERALIZED WRITING OF BEHAVIOR MODIFICATION PROGRAMS FOR MULTIHANDICAPPED DEAF CHILDREN

In contrast to previous studies where teachers were instructed how to implement behavior modification programs designed by an experimenter, teachers in the present experiment were taught how to write as well as implement behavior modification programs. The generalized effects of two training conditions on teacher and pupil behaviors were assessed by a multiple baseline design where, following baseline, two teachers of multihandicapped deaf children were taught to set objectives and measure pupil performance (measurement training). Later, through a training manual, they learned a general problem-solving approach to writing behavior modification programs (programming training). After both training conditions, experimenter feedback was given for teachers' application of training to a target behavior for one pupil and generalization was measured across target behaviors for the same pupil and across pupils. It was found that measurement training had little general effect on either teacher behavior or pupil behavior. However, after programming training, teachers increased their program writing and correct use of behavior modification procedures and generalized this training across pupils and target behaviors. Along with these effects, there was improvement in pupil behaviors. Possible explanations for generalized effects of teacher training were considered.     

聋人唇读的大脑机制研究

特定区域整合模型与信息传输接替模型提供了聋人唇读不同的大脑机制,前者认为聋人唇读是由特定大脑皮层(如TSS．后扣带回等)加工的结果,听觉皮层并未参与视觉语言认知加工;后者认为聋人唇读的大脑机制与正常人无声唇读的大脑机制基本相似,是通过皮层下的连接区域(如屏状核)激活了视觉皮层、听觉皮层等。但更多的证据支持信息传输接替模型。聋人的听觉皮层具有可塑性,早期的语言经验对言语加工神经通路的建立具有很大的影响。