Logical symbol use in deaf and hearing children and adolescents.

1971 ◽  
Vol 5 (3) ◽  
pp. 511-517 ◽  
Author(s):  
James Youniss ◽  
Hans G. Furth ◽  
Bruce M. Ross
Keyword(s):  
Children And Adolescents ◽  
Logical Symbol ◽  
Hearing Children ◽  
Symbol Use

Social-Emotional Problems in Deaf and Hard-of-Hearing Children from an Executive and Theory-of-Mind Perspective

2018 ◽  
Author(s):  
Constance Th. W. M. Vissers ◽  
Daan Hermans
Keyword(s):  
Theory Of Mind ◽  
Executive Functioning ◽  
Children And Adolescents ◽  
Hard Of Hearing ◽  
Cognitive Model ◽  
Emotional Problems ◽  
Inner Speech ◽  
Social Emotional Development ◽  
Social Emotional ◽  
Hearing Children

The implications of a hearing loss can go far beyond the linguistic domain. Several studies have revealed that deaf and hard-of-hearing children are at risk in their social-emotional development. This chapter argues that executive functions and theory of mind are two central underlying cognitive factors in people’s social-emotional functioning. We briefly review what is currently known about executive functioning and theory-of-mind development in deaf and hard-of-hearing children and adolescents and then present a cognitive model with a central role for inner speech in relation to executive functioning and theory of mind. We hypothesize that inner speech both enables and urges the regulation of oneself (executive function) and also the mentalization of one’s own and others’ inner worlds (theory of mind). We discuss the implications for assessing and treating social-emotional problems in deaf and hard-of-hearing children and adolescents.

Localization and Spatial Discrimination in Children and Adolescents with Moderate Sensorineural Hearing Loss Tested without Their Hearing Aids

2017 ◽  
Vol 22 (6) ◽  
pp. 326-342 ◽  
Author(s):  
Sylvia Meuret ◽  
Alexandra Annemarie Ludwig ◽  
Dorothee Predel ◽  
Burkhard Staske ◽  
Michael Fuchs
Keyword(s):  
Hearing Loss ◽  
Sensorineural Hearing Loss ◽  
Children And Adolescents ◽  
Hearing Aids ◽  
Normal Hearing ◽  
Sensorineural Hearing ◽  
Spatial Discrimination ◽  
Frequency Noise ◽  
Low Frequencies ◽  
Hearing Children

The present study investigated two measures of spatial acoustic perception in children and adolescents with sensorineural hearing loss (SNHL) tested without their hearing aids and compared it to age-matched controls. Auditory localization was quantified by means of a sound source identification task and auditory spatial discrimination acuity by measuring minimum audible angles (MAA). Both low- and high-frequency noise bursts were employed in the tests to separately address spatial auditory processing based on interaural time and intensity differences. In SNHL children, localization (hit accuracy) was significantly reduced compared to normal-hearing children and intraindividual variability (dispersion) considerably increased. Given the respective impairments, the performance based on interaural time differences (low frequencies) was still better than that based on intensity differences (high frequencies). For MAA, age-matched comparisons yielded not only increased MAA values in SNHL children, but also no decrease with increasing age compared to normal-hearing children. Deficits in MAA were most apparent in the frontal azimuth. Thus, children with SNHL do not seem to benefit from frontal positions of the sound sources as do normal-hearing children. The results give an indication that the processing of spatial cues in SNHL children is restricted, which could also imply problems regarding speech understanding in challenging hearing situations.

Fears in hearing-impaired and normally hearing children and adolescents

1989 ◽  
Vol 27 (5) ◽  
pp. 577-580 ◽  
Author(s):  
Neville J. King ◽  
Joan Mulhall ◽  
Eleonora Gullone
Keyword(s):  
Children And Adolescents ◽  
Hearing Impaired ◽  
Hearing Children

scholarly journals Social Skills in Children and Adolescents: Differences Between Deaf and Hearing

2020 ◽  
Vol 30 ◽  
Author(s):  
Rafaela Fava de Quevedo ◽  
Ilana Andretta
Keyword(s):  
Social Skills ◽  
Comparative Study ◽  
Children And Adolescents ◽  
Social Performance ◽  
Developmental Differences ◽  
Deaf Children ◽  
Cross Sectional ◽  
The Social ◽  
Hearing Children

Abstract Deafness results in difficulties in identifying elements of social performance in other people. This study evaluated the social skills of deaf and hearing children and adolescents to draw a profile on the categories of social skills. This is a quantitative, cross-sectional, comparative study. The participants were 122 deaf and hearing children and adolescents, each group containing 61 individuals aged between 7 and 16 years. The instruments used were a sociodemographic questionnaire and the Teste de Habilidades Sociais para Crianças e Adolescentes em Situação Escolar (THAS-C). The results showed deficits in the social skills of deaf children and adolescents compared to hearing. The social skills profiles generally favored the hearing groups, with the exception of the item Conversation and Social Resourcefulness, which favored deaf children. Communicational and developmental differences were considered during the discussion. We stress the need for research with deaf individuals to propose interventions adapted to this population.

Comparison of the Prevalence of Mental Health Problems in Deaf and Hearing Children and Adolescents in Australia

2010 ◽  
Vol 44 (4) ◽  
pp. 351-357 ◽  
Author(s):  
Maria D. Remine ◽  
P. Margaret Brown
Keyword(s):  
Mental Health ◽  
Children And Adolescents ◽  
Prevalence Rate ◽  
Mental Health Problems ◽  
Child And Adolescent ◽  
Health Problems ◽  
Demographic Characteristics ◽  
Self Report ◽  
Deaf Children ◽  
Hearing Children

Objective: The aims of the present study were to (i) identify the prevalence rate and nature of mental health problems in a group of Australian deaf children and adolescents and compare these to those reported for the Australian hearing population; and (ii) identify specific demographic characteristics that may typify deaf children and adolescents with mental health problems. Method: Sixty-six parents of deaf children and adolescents aged 6–18 years, their teachers and 38 adolescents participated in the study. Data related to mental health problems were collected using the Child Behaviour Checklist and Youth Self-Report. Data related to demographic characteristics were obtained via parent and teacher surveys. Results: The overall prevalence rate of mental health problems reported by parents and adolescents in the present study is comparable to that of the Australian hearing population. Parents in the present study, however, reported significantly more concerns on the social problem and thought problem scales than did Australian parents of hearing children and adolescents. There were also significant differences between the prevalence and nature of mental health problems as reported by the deaf adolescents in the present study when compared to deaf adolescents in another Australian study. These differences appear to be explained by differences in the preferred communication mode of the participants in the two studies. Conclusions: The known heterogeneity within the Australian deaf child and adolescent population with respect to preferred mode of communication has important implications not only for the appropriate selection and use of psychiatric instruments in assessing child and adolescent mental health but also for the accurate reporting of the prevalence and nature of mental health problems within this population.

Assessing lexical production in deaf signing children with the Boston Naming Test

2010 ◽  
Vol 1 (1) ◽  
pp. 110-128 ◽  
Author(s):  
Elena Tomasuolo ◽  
Laura Fellini ◽  
Alessio Di Renzo ◽  
Virginia Volterra
Keyword(s):  
Children And Adolescents ◽  
Sign Language ◽  
Picture Naming ◽  
Naming Task ◽  
Spoken Language ◽  
Boston Naming Test ◽  
Hearing Children ◽  
Bilingual School ◽  
Naming Test ◽  
Better Than

A picture naming task, the Boston Naming Test, originally developed for spoken language, has been adapted to Italian Sign Language in order to assess the vocabulary of Italian deaf signing children. Thirty deaf and thirty hearing children and adolescents (aged 6–14 years) participated in the study. In the deaf signing group, half of the children attended a bilingual school. Results show no significant differences between deaf and hearing participants in the number of correct responses provided, but do show interesting differences in the lexical accuracy observed for individual items and in error types reported for sign and speech. In the deaf group, children attending a bilingual school performed significantly better than those who did not attend a bilingual programme.

Sign in / Sign up

Export Citation Format

Share Document