GSR conditioning with preschool-age deaf children.

1961 ◽  
Vol 54 (2) ◽  
pp. 143-148 ◽  
Author(s):  
W. W. Grings ◽  
E. L. Lowell ◽  
R. R. Honnard
Keyword(s):  
Preschool Age ◽  
Deaf Children

scholarly journals Adoption of the sign language with deaf and hard of hearing preschool children

Bastina ◽  
2020 ◽  
pp. 513-535
Author(s):  
Tamara Kovačević ◽  
Ljubica Isaković
Keyword(s):  
Preschool Children ◽  
Sign Language ◽  
Hard Of Hearing ◽  
Critical Period ◽  
Spoken Language ◽  
Preschool Age ◽  
Deaf Children ◽  
The Family ◽  
Adults And Children ◽  
Hearing Children

This study analyses the process of adopting of the sign language with deaf and hard of hearing preschool children in the context of the result of linguistic and psycholinguistic research. The importance of the sign language is emphasized and its historical development is analyzed. It is pointed to the significance of the critical period for the adoption and the learning of the sign and spoken language with deaf and hard of hearing preschool children. The sign language is natural and primary linguistic expression of deaf children. Deaf and hard of hearing children are exposed to the sign and spoken language, they have better understanding and linguistic production than the children who are only exposed to the spoken language. Bilingualism involves the knowledge and the regular use of the sign language, which is used by the deaf community, and of the spoken language, which is used by the hearing majority. Children at the preschool age should be enabled to continue to adopt the language they started to adopt within the family (the sign language or the spoken language). Children will adopt the best both linguistic modalities through the interaction with other fluent speakers (the adults and children).

Dialogue in Deaf and Hearing Preschoolers

1982 ◽  
Vol 25 (4) ◽  
pp. 487-499 ◽  
Author(s):  
Laura S. McKirdy ◽  
Marion Blank
Keyword(s):  
Preschool Age ◽  
The Other ◽  
Deaf Children ◽  
Language Performance ◽  
Communication Framework ◽  
Hearing Children ◽  
Pattern Of Performance

The language interactions of pairs of preschool-age deaf and preschool-age hearing children were recorded in play sessions and analyzed according to a system for assessing dialogue that has been developed by the second author, In the system, each person over the course of a dialogue is seen its playing two roles: one as speaker-initiator (who puts forth ideas) the other as speaker-responder (who responds to the ideas that have been put forth by the partner in the dialogue). The results indicated that both roles were used by the deaf and the hearing dyads, but their pattern of performance was different. As speaker-initiators, the deaf children displayed it narrower range of complexity in their utterances. As speaker-responders, they were less likely to respond to utterances of their partners, particularly those utterances in the form of comments, and they more readily showed difficulties in responding appropriately its their partner's initiations increased in complexity. The discussion focuses on the implications of viewing language performance within a communication framework.

scholarly journals STIMULATING ENVIRONMENT IN MEETING THE NEEDS OF DEAF CHILDREN OF PRESCHOOL AGE

2010 ◽  
Vol 5 (2) ◽  
pp. 51-64
Author(s):  
Nevenka Tatković ◽  
Aida Muradbegović ◽  
Marija Crnčić-Brajković
Keyword(s):  
Preschool Age ◽  
Deaf Children

Cognitive Development

2020 ◽  
pp. 197-212
Author(s):  
Lindsey C. Edwards ◽  
Peter K. Isquith
Keyword(s):  
Cognitive Development ◽  
Cochlear Implants ◽  
Cognitive Processes ◽  
Cognitive Abilities ◽  
Language Skills ◽  
Preschool Age ◽  
Intellectual Ability ◽  
Deaf Children ◽  
College Age ◽  
The Impact

The impact of cochlear implants (CIs) on the development of speech and language skills in deaf children is very well documented. The influence of CIs on the development of other cognitive abilities has been much less well researched and the findings are more variable. This chapter first briefly considers the evidence for changes in overall intellectual ability as demonstrated by global measures of IQ. This is followed by discussion of the evidence on the impact of CIs on the specific cognitive functions of attention, memory, and reasoning, each in terms of both verbal and visual/nonverbal processing. Evidence regarding the behavioral manifestations of these cognitive processes is also reviewed, all from preschool age through to college-age individuals. Finally, the implications for assessment of, and intervention for, differences in cognitive development as a result of cochlear implantation are briefly considered.

Biracial Testing: The Question of Clinicians' Influence on Children’s Test Performance

1977 ◽  
Vol 8 (1) ◽  
pp. 5-14 ◽  
Author(s):  
David L. Ratusnik ◽  
Roy A. Koenigsknecht
Keyword(s):  
Clinical Setting ◽  
Test Performance ◽  
Test Scores ◽  
Preschool Age ◽  
Speech And Language ◽  
Black And White ◽  
Drawing Test ◽  
Lower Socioeconomic ◽  
Preschool Age Children

Six speech and language clinicians, three black and three white, administered the Goodenough Drawing Test (1926) to 144 preschoolers. The four groups, lower socioeconomic black and white and middle socioeconomic black and white, were divided equally by sex. The biracial clinical setting was shown to influence test scores in black preschool-age children.

Equivalent Noise Dose Obtained Through Hearing Aids in the Classrooms of Hearing-Impaired Children

1990 ◽  
Vol 21 (3) ◽  
pp. 147-150
Author(s):  
Ronald A. Wilde
Keyword(s):  
Hearing Aids ◽  
High Gain ◽  
Hearing Impaired ◽  
Deaf Children ◽  
Impaired Children ◽  
Very High ◽  
Hearing Impaired Children

A commercial noise dose meter was used to estimate the equivalent noise dose received through high-gain hearing aids worn in a school for deaf children. There were no significant differences among nominal SSPL settings and all SSPL settings produced very high equivalent noise doses, although these are within the parameters of previous projections.

Quantifying the Effects of Background Speech Babble on Preschool Children's Novel Word Learning in a Multisession Paradigm: A Preliminary Study

2020 ◽  
Vol 63 (1) ◽  
pp. 345-356
Author(s):  
Meital Avivi-Reich ◽  
Megan Y. Roberts ◽  
Tina M. Grieco-Calub
Keyword(s):  
Word Learning ◽  
Signal To Noise Ratio ◽  
Preschool Age ◽  
Exposure Condition ◽  
Signal To Noise ◽  
Verbal Recall ◽  
Referent Selection ◽  
Main Effect ◽  
Noise Ratio ◽  
Novel Word Learning

Purpose This study tested the effects of background speech babble on novel word learning in preschool children with a multisession paradigm. Method Eight 3-year-old children were exposed to a total of 8 novel word–object pairs across 2 story books presented digitally. Each story contained 4 novel consonant–vowel–consonant nonwords. Children were exposed to both stories, one in quiet and one in the presence of 4-talker babble presented at 0-dB signal-to-noise ratio. After each story, children's learning was tested with a referent selection task and a verbal recall (naming) task. Children were exposed to and tested on the novel word–object pairs on 5 separate days within a 2-week span. Results A significant main effect of session was found for both referent selection and verbal recall. There was also a significant main effect of exposure condition on referent selection performance, with more referents correctly selected for word–object pairs that were presented in quiet compared to pairs presented in speech babble. Finally, children's verbal recall of novel words was statistically better than baseline performance (i.e., 0%) on Sessions 3–5 for words exposed in quiet, but only on Session 5 for words exposed in speech babble. Conclusions These findings suggest that background speech babble at 0-dB signal-to-noise ratio disrupts novel word learning in preschool-age children. As a result, children may need more time and more exposures of a novel word before they can recognize or verbally recall it.

A Systematic Review of Emergent Literacy Interventions for Preschool-Age Children With Cochlear Implants

2016 ◽  
Vol 43 (Spring) ◽  
pp. 64-76
Author(s):  
Lavin K. Entwisle ◽  
Kyle Brouwer ◽  
Elizabeth Hanson ◽  
Jessica Messersmith
Keyword(s):  
Systematic Review ◽  
Emergent Literacy ◽  
Cochlear Implants ◽  
Preschool Age ◽  
Literacy Interventions ◽  
Preschool Age Children

Factors Associated With Negative Attitudes Toward Speaking in Preschool-Age Children Who Do and Do Not Stutter

2016 ◽  
Vol 43 (Fall) ◽  
pp. 255-267 ◽  
Author(s):  
Stephen Groner ◽  
Tedra Walden ◽  
Robin Jones
Keyword(s):  
Preschool Age ◽  
Negative Attitudes ◽  
Factors Associated ◽  
Preschool Age Children
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