The role of language in the development of abstract thinking: A comparison of hard-of-hearing and normal-hearing children on levels of conceptual thinking.

1968 ◽  
Vol 22 (3) ◽  
pp. 139-156 ◽  
Author(s):  
Jean L. Pettifor
Keyword(s):  
Hard Of Hearing ◽  
Normal Hearing ◽  
Abstract Thinking ◽  
Conceptual Thinking ◽  
Hearing Children

scholarly journals The Effects of Intrinsic Acoustic Cues on Categorical Perception in Children with Cochlear Implants

2020 ◽  
Vol 10 (5) ◽  
pp. 110
Author(s):  
Kejuan Cheng ◽  
Xiaoxiang Chen
Keyword(s):  
Cochlear Implants ◽  
Categorical Perception ◽  
Normal Hearing ◽  
Acoustic Cues ◽  
Intrinsic Cues ◽  
Boundary Width ◽  
Hearing Children ◽  
Mandarin Vowels ◽  
Impaired Children

Many previous studies researched the influence of external cues on speech perception, yet little is known pertaining to the role of intrinsic cues in categorical perception of Mandarin vowels and tones by children with cochlear implants (CI). This study investigated the effects of intrinsic acoustic cues on categorical perception in children with CIs, compared to normal-hearing (NH) children. Categorical perception experiment paradigm was applied to evaluate their identification and discrimination abilities in perceiving /i/-/u/ with static intrinsic formants and Tone 1 (T1)-Tone 2 (T2) with dynamic intrinsic fundamental frequency (F0) contours. Results for the NH group showed that vowel continuum of /i/-/u/ was less categorically perceived than T1-T2 continuum with significantly wider boundary width and less alignment between the discrimination peak and the boundary position. However, a different categorical perception pattern was depicted for the CI group. Specifically, the CI group exhibited less categoricalness in both /i/-/u/ and T1-T2. It suggested that the effects of intrinsic acoustic cues on categorical perception was proved for the normal-hearing children, while not for the hearing-impaired children with cochlear implants. In conclusion, acoustically dynamic cues can facilitate categorical perception of speech in NH children, whereas this effect will be inhibited by difficulties in processing spectral F0 information as in the CI users.

A Qualitative Exploration of the Role and Needs of Classroom Teachers in Supporting the Mental Health and Well-Being of Deaf and Hard-of-Hearing Children

2019 ◽  
Vol 50 (3) ◽  
pp. 399-415
Author(s):  
Emily Furness ◽  
Ian W. Li ◽  
Lisa Patterson ◽  
Christopher G. Brennan-Jones ◽  
Robert H. Eikelboom ◽  
...  
Keyword(s):  
Mental Health ◽  
Hard Of Hearing ◽  
Well Being ◽  
Classroom Teachers ◽  
Semistructured Interviews ◽  
Teacher Professional ◽  
Hearing Children ◽  
Qualitative Exploration ◽  
Health And Well Being

Purpose Children who are deaf and hard of hearing (DHH) face a wide array of issues that can impact their mental health and well-being. This study aimed to explore the role of schools and classroom teachers in supporting the mental health and well-being of DHH children. Method A qualitative study comprising telephone and semistructured interviews with 12 mainstream school classroom teachers who directly support the education and well-being of DHH children was conducted. Thematic analysis was used to analyze the data. Result Classroom teachers indicated they play an important role in supporting the mental health and well-being of DHH children but identified a range of constraints to providing this support. Four themes were identified: (a) “culture of professional practice,” (b) “operationalized practice,” (c) “constraints to practice,” and (d) “solutions for constraints.” Conclusions Classroom teachers play an important role in supporting the mental health and well-being of DHH children but face several constraints in their practice, including limited training and awareness and access to resources. While further research is needed, this study suggests that classroom resources and teacher professional development are needed to enhance classroom teachers' understanding of how to support the mental health and well-being of DHH children.

Naturalistic Use of Aspect Morphology in Deaf and Hard-of-Hearing Children

2021 ◽  
pp. 1-16
Author(s):  
Kristina BOWDRIE ◽  
Rachael Frush HOLT ◽  
Andrew BLANK ◽  
Laura WAGNER
Keyword(s):  
Acoustic Signal ◽  
Hard Of Hearing ◽  
Normal Hearing ◽  
Free Play ◽  
Lexical Aspect ◽  
Semantic Domain ◽  
Play Session ◽  
Grammatical Morphology ◽  
Hearing Children ◽  
Semantic Domains

Abstract Grammatical morphology often links small acoustic forms to abstract semantic domains. Deaf and hard-of-hearing (DHH) children have reduced access to the acoustic signal and frequently have delayed acquisition of grammatical morphology (e.g., Tomblin, Harrison, Ambrose, Walker, Oleson & Moeller, 2015). This study investigated the naturalistic use of aspectual morphology in DHH children to determine if they organize this semantic domain as normal hearing (NH) children have been found to do. Thirty DHH children (M = 6;8) and 29 NH children (M = 5;11) acquiring English participated in a free-play session and their tokens of perfective (simple past) and imperfective (-ing) morphology were coded for the lexical aspect of the predicate they marked. Both groups showed established prototype effects, favoring perfective + telic and imperfective + atelic pairings over perfective + atelic and perfective + atelic ones. Thus, despite reduced access to the acoustic signal, this DHH group was unimpaired for aspectual organization.

Linguistic Performance of Hard-of-Hearing and Normal-Hearing Children

1974 ◽  
Vol 17 (2) ◽  
pp. 286-293 ◽  
Author(s):  
Joseph Wilcox ◽  
Henry Tobin
Keyword(s):  
Public School ◽  
Language Development ◽  
Hard Of Hearing ◽  
Normal Hearing ◽  
Control Group ◽  
Grammatical Form ◽  
Linguistic Performance ◽  
Hearing Children ◽  
Experimental Group ◽  
Repetition Task

A repetition task was employed to investigate syntactic patterns of hard-of-hearing children. The subjects were 11 students enrolled in public-school classes for the hard-of-hearing. A matching control group of normal-hearing children was selected from the same schools. It was found that both groups tended to use grammatical constructions rather than nongrammatical approximations. The hard-of-hearing group, however, achieved significantly lower means in each grammatical form tested, and tended to substitute simpler forms. This lower level of performance seemed to represent a difference of degree rather than kind, as the experimental group displayed linguistic performance similar to the control group but showed a general delay in language development.

scholarly journals The Role of Sentence Position, Allomorph, and Morpheme Type on Accurate Use of s-Related Morphemes by Children Who Are Hard of Hearing

2015 ◽  
Vol 58 (2) ◽  
pp. 396-409 ◽  
Author(s):  
Keegan Koehlinger ◽  
Amanda Owen Van Horne ◽  
Jacob Oleson ◽  
Ryan McCreery ◽  
Mary Pat Moeller
Keyword(s):  
Hard Of Hearing ◽  
Speech Intelligibility ◽  
Pure Tone ◽  
Normal Hearing ◽  
Sensation Level ◽  
High Frequencies ◽  
Pure Tone Average ◽  
Third Person ◽  
Speech Intelligibility Index

Purpose Production accuracy of s-related morphemes was examined in 3-year-olds with mild-to-severe hearing loss, focusing on perceptibility, articulation, and input frequency. Method Morphemes with /s/, /z/, and /ɪz/ as allomorphs (plural, possessive, third-person singular –s, and auxiliary and copula “is”) were analyzed from language samples gathered from 51 children (ages: 2;10 [years;months] to 3;8) who are hard of hearing (HH), all of whom used amplification. Articulation was assessed via the Goldman-Fristoe Test of Articulation–Second Edition, and monomorphemic word final /s/ and /z/ production. Hearing was measured via better ear pure tone average, unaided Speech Intelligibility Index, and aided sensation level of speech at 4 kHz. Results Unlike results reported for children with normal hearing, the group of children who are HH correctly produced the /ɪz/ allomorph more than /s/ and /z/ allomorphs. Relative accuracy levels for morphemes and sentence positions paralleled those of children with normal hearing. The 4-kHz sensation level scores (but not the better ear pure tone average or Speech Intelligibility Index), the Goldman-Fristoe Test of Articulation–Second Edition, and word final s/z use all predicted accuracy. Conclusions Both better hearing and higher articulation scores are associated with improved morpheme production, and better aided audibility in the high frequencies and word final production of s/z are particularly critical for morpheme acquisition in children who are HH.

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