Preparatory development of a collaborative / interactive learning game using bodily movements for deaf 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.

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Evaluation of Special Hearing Aids for Deaf Children

Journal of Speech and Hearing Disorders ◽

10.1044/jshd.3604.527 ◽

1971 ◽

Vol 36 (4) ◽

pp. 527-537 ◽

Cited By ~ 1

Author(s):

Norman P. Erber

Keyword(s):

Hearing Aids ◽

High Frequency ◽

Hearing Aid ◽

Low Frequency ◽

Acoustic Stimulation ◽

Deaf Children ◽

Frequency Range ◽

Frequency Limit ◽

Unpublished Studies ◽

Published Research

Two types of special hearing aid have been developed recently to improve the reception of speech by profoundly deaf children. In a different way, each special system provides greater low-frequency acoustic stimulation to deaf ears than does a conventional hearing aid. One of the devices extends the low-frequency limit of amplification; the other shifts high-frequency energy to a lower frequency range. In general, previous evaluations of these special hearing aids have obtained inconsistent or inconclusive results. This paper reviews most of the published research on the use of special hearing aids by deaf children, summarizes several unpublished studies, and suggests a set of guidelines for future evaluations of special and conventional amplification systems.

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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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Cochlear implantation: auditory perception in prelingually deaf children

Clinical Otolaryngology ◽

10.1046/j.1365-2273.1998.0156c.x ◽

1998 ◽

Vol 23 (4) ◽

pp. 372-372 ◽

Cited By ~ 2

Author(s):

Nikolopoulos ◽

Archbold ◽

O'donoghue

Keyword(s):

Cochlear Implantation ◽

Auditory Perception ◽

Deaf Children ◽

Prelingually Deaf

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Moving to Solution

Experimental Psychology (formerly Zeitschrift für Experimentelle Psychologie) ◽

10.1027/1618-3169/a000213 ◽

2013 ◽

Vol 60 (6) ◽

pp. 403-409 ◽

Cited By ~ 12

Author(s):

K. Werner ◽

M. Raab

Keyword(s):

Problem Solving ◽

Embodied Cognition ◽

Cognitive Functions ◽

Problem Space ◽

Arm Swing ◽

String Problem ◽

Problem Solving Process ◽

Problem Solving Task ◽

Bodily Movements

Embodied cognition theories suggest a link between bodily movements and cognitive functions. Given such a link, it is assumed that movement influences the two main stages of problem solving: creating a problem space and creating solutions. This study explores how specific the link between bodily movements and the problem-solving process is. Seventy-two participants were tested with variations of the two-string problem (Experiment 1) and the water-jar problem (Experiment 2), allowing for two possible solutions. In Experiment 1 participants were primed with arm-swing movements (swing group) and step movements on a chair (step group). In Experiment 2 participants sat in front of three jars with glass marbles and had to sort these marbles from the outer jars to the middle one (plus group) or vice versa (minus group). Results showed more swing-like solutions in the swing group and more step-like solutions in the step group, and more addition solutions in the plus group and more subtraction solutions in the minus group. This specificity of the connection between movement and problem-solving task will allow further experiments to investigate how bodily movements influence the stages of problem solving.

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