The displays and call notes of cardinals

Robert E. Lemon

doi:10.1139/z68-023

The displays and call notes of cardinals

Canadian Journal of Zoology ◽

10.1139/z68-023 ◽

1968 ◽

Vol 46 (2) ◽

pp. 141-151 ◽

Cited By ~ 13

Author(s):

Robert E. Lemon

Keyword(s):

Motivational Factors ◽

Visual Displays ◽

Courtship Feeding ◽

Agonistic Encounters

This paper presents descriptions of the calls and visual displays of the cardinal, Richmondena cardinalis, and suggests some motivational factors behind the displays. Of the several calls, some occur in highly specific situations as exemplified by the piping call of the male during courtship feeding. Others occur in more than one context, an example being the chitter call used in intense situations of agonism or alarm. In agonistic encounters, several calls of similar structure occur together.Among the displays the most interesting are those used in courtship, namely, song-flight, song-dance, lopsided, and courtship-feeding displays. All of them share components with non-display actions, but the motivations behind them appear to be complex.The displays of the cardinal are similar in some cases to those of other richmondenine finches and to those of birds in the related subfamilies Emberizinae and Carduelinae.

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The Use of Real-Time Visual Displays of Speech in the Training of a Profoundly Deaf, Nonspeaking Child: A Case Report

Journal of Speech and Hearing Disorders ◽

10.1044/jshd.3603.397 ◽

1971 ◽

Vol 36 (3) ◽

pp. 397-409 ◽

Cited By ~ 10

Author(s):

Rachel E. Stark

Keyword(s):

Case Report ◽

Real Time ◽

Speech Production ◽

Behavior Problem ◽

Deaf Children ◽

Developmental Sequence ◽

Visual Displays ◽

Individual Instruction ◽

Academic Record ◽

Extract Information

Real-time amplitude contour and spectral displays were used in teaching speech production skills to a profoundly deaf, nonspeaking boy. This child had a visual attention problem, a behavior problem, and a poor academic record. In individual instruction, he was first taught to produce features of speech, for example, friction, nasal, and stop, which are present in vocalizations of 6- to 9-month-old infants, and then to combine these features in syllables and words. He made progress in speech, although sign language and finger spelling were taught at the same time. Speech production skills were retained after instruction was terminated. The results suggest that deaf children are able to extract information about the features of speech from visual displays, and that a developmental sequence should be followed as far as possible in teaching speech production skills to them.

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