THE QUALITATIVE SIMILARITY HYPOTHESIS: A COMMENTARY

This article provides a summary of the historical background and basic tenets of the Qualitative Similarity Hypothesis (QSH), which has been applied to explore the language and literacy acquisition of d/Deaf and hard of hearing (d/Dhh) children and adolescents in the United States (and elsewhere, for example, South Korea and Saudi Arabia). The QSH is a developmental similarity model, influenced by the early investigations on language and literacy development of children with developmental/intellectual/cognitive or learning/language disabilities. It is argued that the acquisition of English (or any other phonemic language) by d/Deaf and hard of hearing children or other children in Special Education programs is developmentally or qualitatively similar to that of typical (non-disabled) language and literacy learners. This is also the case for second language learners of English, often labeled English language learners. The QSH can be used to provide indirect support for inclusive education programs and strong direct support for access to the general education curriculum.

Self-similar cosmological solutions in f(R,T) gravity theory

We study the [Formula: see text] cosmological models under the self-similarity hypothesis. We determine the exact form that each physical and geometrical quantity may take in order that the field equations (FE) admit exact self-similar (SS) solutions through the matter collineation approach. We study two models: the case[Formula: see text] and the case [Formula: see text]. In each case, we state general theorems which determine completely the form of the unknown functions [Formula: see text] such that the FE admit SS solutions. We also state some corollaries as limiting cases. These results are quite general and valid for any homogeneous SS metric[Formula: see text] In this way, we are able to generate new cosmological scenarios. As examples, we study two cases by finding exact solutions to these particular models.

Consonance Preferences Within an Unconventional Tuning System

Recently, Bowling, Purves, and Gill (2018a), found that individuals perceive chords with spectra resembling a harmonic series as more consonant. This is consistent with their vocal similarity hypothesis (VSH), the notion that the experience of consonance is based on an evolved preference for sounds that resemble human vocalizations. To rule out confounding between harmonicity and familiarity, we extended Bowling et al.’s (2018a) procedure to chords from the unconventional Bohlen-Pierce chromatic just (BPCJ) scale. We also assessed whether the association between harmonicity and consonance was moderated by timbre by presenting chords generated from either piano or clarinet samples. Results failed to straightforwardly replicate this association; however, evidence of a positive correlation between harmonicity and consonance did emerge across timbres following post hoc exclusion of chords containing intervals that were particularly similar to conventional equal-tempered dyads. Supplementary regression analyses using a more comprehensive measure of harmonicity confirmed its positive association with consonance ratings of BPCJ chords, yet also showed that spectral interference independently contributed to these ratings. In sum, our results are consistent with the VSH; however, they also suggest that a composite model, incorporating both harmonicity as well as spectral interference as predictors, would best account for variance in consonance judgments.

Lipreading in Noise: Cross-Modal Analysis of the Target-Masker Linguistic Similarity Hypothesis

The linguistic similarity hypothesis states that it is more difficult to segregate target and masker speech when they are linguistically similar (Brouwer et al., 2012). This may be the result of energetic masking (interference at the auditory periphery) and/or informational masking (cognitive interference). To provide a rigorous test of the hypothesis and investigate how informational masking interferes with speech identification in the absence of energetic masking, we presented target speech visually and masking babble auditorily. Participants completed an English lipreading task in silence, speech-shaped noise, semantically anomalous English, semantically meaningful English, Dutch, and Mandarin two-talker babble. Results showed that speech maskers interfere with lipreading more than stationary noise, and that maskers that are the same language as the target speech provide more interference than different-language maskers. However, the study found no evidence that a masker that is similar to the English target speech (Dutch) provides more masking than one that is less similar (Mandarin). These results provide some cross-modal support for the linguistic similarity hypothesis, but suggest that the theory should be further specified to address the conditions under which languages that differ in their similarity to the target speech should provide different levels of masking.

The feasibility of a student-centred approach to the presentation of vicarious experience information within online learning

Previous researchers have emphasised the need for more student-centred approaches to online learning. This study presents and assesses the feasibility of a tailoring system, which adapts vicarious experience information to best benefit the learners’ self-efficacy (SE), based upon the model–observer similarity hypothesis. This hypothesis states that the benefit of vicarious experience information is positively correlated with the levels of similarity between the model within the information and the individual observing it. Participants took part in online learning, which included a set task. Before completing the set task, they were shown vicarious experience information in the form of a fictional testimonial from a previous individual who had completed the task. Participants were exposed to one of two types of testimonials: a testimonial chosen by the tailoring system to ensure high levels of model–observer similarity, or a generic testimonial. Overall, the results found that using a tailoring system to ensure high levels of model–observer similarity did result in the testimonial information having a more positive effect on an individual’s task-specific SE when compared to generic testimonial information. The results support the feasibility of tailoring within online learning to increase the effectiveness of testimonial information in increasing an individual’s efficacy beliefs.

Language and Literacy: Issues and Considerations

This article provides background on the major perspectives involving the development of English language and literacy with respect to the evolving demography of d/Deaf and hard-of-hearing children and adolescents. It synthesizes research and controversies on the developmental similarity hypothesis—that is, whether the acquisition of English language and literacy of d/Deaf and hard-of-hearing students is developmentally similar to that of typical language/literacy learners. The outcomes of this discussion have instructional implications and proffer guidelines for teacher preparation programs. The article concludes with directions for further research.