共查询到20条相似文献，搜索用时 31 毫秒
1.
We examined communication between hearing mothers and their deaf or hearing children longitudinally at child-ages 22 months and 3 years. Specifically, we analyzed both the effects of child deafness and developmental change on pragmatic and dialogic characteristics of communication. From 22 months to 3 years, deaf and hearing children's communicative skills improved similarly along some dimensions: as they grew older, both deaf and hearing children increased the amount they communicated, became increasingly responsive to their mothers' attentional focus, and were responsible for initiating a higher proportion of the dyads' conversations. On the other hand, deaf children were less skilled at maintaining topics, and the pragmatic function of their communication was more likely to be unclear compared to hearing children. Deaf children were also more likely to direct their mothers and less likely to ask questions than hearing children. Communication by hearing mothers was primarily examined to determine the degree to which they controlled the interactions. Overall, mothers of deaf children were only more controlling along one dimension. Mothers of deaf children used more response controls than mothers of hearing children. However, the majority of measures suggested they did not exert more topic or turn-taking controls than did mothers of hearing children. In addition, mothers of deaf and hearing children seemed equally sensitive to their children's communication abilities. Communication by mothers of both deaf and hearing children changed in similar ways as their children developed. Most of the differences in communication by mothers of deaf and hearing children seemed attributable to the deaf children's linguistic delays. The results suggest that intervention efforts should be focused on fostering linguistic development and not general communication skills or changing maternal conversational control. 相似文献
2.
The development of positive justice reasoning in profoundly deaf, signing Australian 7- to 12-year-olds and hearing children was compared. Reactions to cognitive conflict were also assessed. The performance of those deaf children whose signed English skills were adequate to give detailed justifications for reward allocation was examined separately. The deaf children were delayed relative to hearing children in number and liquid conservation, but equally mature in justice reasoning. Spontaneous conflicts with signing peers over sharing possessions conceivably could be responsible for the fluently signing deaf children's development of positive justice reasoning on pace with their normally-hearing counterparts. Experimentally-induced conflict resulted in progress for the hearing but not the deaf children. Results are discussed in relation to factors that promote deaf children's tolerance for ambiguity (Brice, 1985) and impede their resolution of cognitive conflict (Liben, 1978). 相似文献
3.
Wauters LN Tellings AE van Bon WH Mak WM 《Journal of deaf studies and deaf education》2008,13(2):175-192
This article examines the role of mode of acquisition (MoA) of word meanings in reading comprehension: children acquire word meanings using perceptual information (e.g., hearing, seeing, or smelling the referent) and/or linguistic information (e.g., verbal explanations). A total of 72 deaf and 99 hearing children between 7 and 15 years of age performed a self-paced reading task. Comprehension scores increased with age in both groups, but reading speed increased over age only for the hearing participants. For both groups, reading times on linguistically acquired words were longer than on perceptually acquired words. Although deaf children scored lower than hearing children in both conditions, comprehension scores for both groups were lower on linguistic items than on perceptual items. Thus, MoA influences reading comprehension, but the deaf show difficulty on both the perceptual and the linguistic items. 相似文献
4.
M V Swisher 《American annals of the deaf》1992,137(2):92-100
Young deaf children use their vision to gather both language input and information about the environment. This dual requirement greatly complicates conversational turn-taking for the children and their parents, particularly when interaction centers on a visual focus such as a book. Data are presented here on the onset and maintenance of visual attention to signing in three profoundly deaf children, ages 2;9-3;7 years, while interacting with their hearing mothers about a story told through pictures. The data indicate that the children's visual attention in this situation was quite variable, although all of them experienced problems with their need to focus simultaneously on two sources of information: the mother's signs and the picture book. Suggestions for developing visual turn-taking skills are made, based on the research on first-language acquisition and the interactions of deaf mothers with their children. 相似文献
5.
Kelman CA 《American annals of the deaf》2001,146(3):276-279
Egocentric language is a generalization of Piaget's egocentric speech concept (1926/1969) investigated by Vygotsky (1962). Behaviors of eight children ages 2 to 5 years with profound congenital deafness were analyzed using six classes of egocentric language: motor reaction activity, silent lips articulation, murmur, oral-facial mimics, body expression, and vocalization. No child had received oral or sign language training. All attended videotaped play sessions. Events in which children engaged in "dialogue" with themselves or a toy, while pursuing a specific solution, were observed. Such extralinguistic behavior moves the thinking process toward problem solving like that of hearing children. Consequently, teachers should not interrupt when a deaf child is playing with or signing or vocalizing to a toy, because this behavior may be the manifestation of a reflexive moment and the generator of a decision process fundamental for cognitive development. Vocalization by a deaf child does not indicate willingness to speak; it merely manifests symbolic reasoning. Silent lips articulation and oral-facial mimics have the same effect and can also be interpreted. 相似文献
6.
Marc H. Bornstein Ann M. Selmi O. M. Haynes Kathleen M. Painter & Eric S. Marx 《Child development》1999,70(4):833-852
Two representational abilities, expressive and receptive language and symbolic play, were assessed in multiple formats in hearing and deaf 2-year-old children of hearing and deaf mothers. Based on maternal report, hearing children of hearing and deaf mothers produced more words than deaf children of hearing mothers, hearing children of hearing mothers more words than deaf children of deaf mothers, and deaf children of deaf mothers more words than deaf children of hearing mothers. Based on experimenter assessments, hearing children in both groups produced and comprehended more words than deaf children in both groups. By contrast, no differences emerged among these groups in child solitary symbolic play or in child-initiated or mother-initiated child collaborative symbolic play; all groups also increased equivalently in symbolic play between solitary and collaborative play. Representational language and symbolic play were unrelated in hearing children of hearing mothers and in deaf children of deaf mothers, but the 2 abilities were associated in children in the 2 child/mother mismatched hearing status groups. These findings are placed in the context of a proposed developing modularity of verbal and nonverbal symbol systems, and the implications of hearing status in communicative exchanges between children and their mothers in diverse hearing and deaf dyads are explored. 相似文献
7.
8.
The purpose of this article is to analyze the results of a study of the development of analogical reasoning in deaf children coming from two different linguistic environments (deaf children of deaf parents--sign language, deaf children of hearing parents--spoken language) and in hearing children, as well as to compare two groups of deaf children to a group of hearing children. In order to estimate the development of children's analogical reasoning, especially the development of their understanding of different logical relations, two age groups were singled out in each population of children: younger (9- and 10-year-olds) and older (12- and 13-year-olds). In this way it is possible to assess the influence of early and consistent sign-language communication on the development of the conceptual system in deaf children and to establish whether early and consistent sign-language communication with deaf children affects their mental development to the same extent as early and consistent spoken-language communication with hearing children. The children were given three series of analogy tasks based on different logical relations: (a) a series of verbal analogy tasks (the relations of opposite, part-whole, and causality); (b) a series of numerical analogy tasks (the relations of class membership, opposite, and part-whole); and (c) a series of figural-geometric analogy tasks (the relations of opposite and part-whole). It was found that early and consistent sign-language communication with deaf children plays an almost equivalent role in the development of verbal, numerical, and spatial reasoning by analogy as early and consistent spoken-language communication with hearing children. 相似文献
9.
Pressman L Pipp-Siegel S Yoshinaga-Itano C Deas A 《Journal of deaf studies and deaf education》1999,4(4):294-304
The link between maternal sensitivity and child language gain was assessed in a prospective study of hearing mothers and their deaf and hard-of-hearing (D/HH) children. Maternal sensitivity in dyadic interaction was assessed when children were approximately 2 years old, and expressive language gain was assessed at 2 to 3 years using the Minnesota Child Development Inventory. Sensitivity made significant, positive, and unique predictions of expressive language gain when the effects of maternal education, degree of child hearing loss, dyadic mode of communication, and time between assessments were controlled. Findings indicate the value of affective measures of interaction in predicting language gain. 相似文献
10.
Flavia Lecciso Serena Petrocchi Antonella Marchetti 《European Journal of Psychology of Education - EJPE》2013,28(3):903-922
The study assessed Theory of Mind (ToM) abilities in a group of oral deaf children and in their hearing mothers using a battery of ToM tasks. It also investigated the connection between mother and child in ToM performance. Participants were: 17 oral deaf children (aged 5 to 14 years) were paired by gender, age, and mental age with 17 hearing children; 17 hearing mothers of deaf children and 17 hearing mothers of hearing children. Compared to the hearing children, the deaf children faced difficulties in all ToM tests, and the hearing mothers of the deaf children were less capable than the mothers of the hearing children in all the ToM tests. Further, a specific ToM interaction model was found between the hearing mothers and the deaf children. The results confirmed ToM poor performance faced by the oral deaf children, showed the ToM level of hearing mothers of deaf children, and the ToM style of hearing mothers–deaf children dyads. Also, findings underline some educational implications related to the socio-relational origin of the ToM deficit in oral deaf children. 相似文献
11.
A recent article in the Journal of Deaf Studies and Deaf Education (Leigh, Brice, & Meadow-Orlans, 2004) explored attachment between deaf mothers and their 18-month-old children and reported relationship patterns similar to those for hearing dyads. The study reported here explores a marker of early mother-child relationships: cradling laterality. Results indicated that, overall, the cradling bias of deaf mothers is similar to that of hearing mothers, but that there are significant differences among deaf mothers related to the hearing status of their own parents and, in a complex way, to the hearing status of their children. Deaf mothers of deaf parents showed a strong leftward cradling bias with both hearing and deaf children, whereas deaf mothers of hearing parents showed a leftward cradling bias with hearing children and a rightward cradling bias with deaf children. Possible explanations for these patterns of behavior are discussed. 相似文献
12.
C M Kampfe 《American annals of the deaf》1989,134(5):317-322
A nationwide study was conducted to examine the relationship between prelingually deaf adolescents' reading comprehension scores and their hearing mothers' communication strategies and skills. Subjects included 201 students from six randomly selected residential schools for the deaf. Correlation coefficients, stepwise multiple regression analyses and analysis of covariance showed that for this group of subjects, method of communication used by mothers had no significant relationship with their deaf children's reading comprehension scores. No significant relationship was found between reading comprehension of the children of mothers who used manual communication and the age of the child when the mother began to sign. A potential relationship was found, however, between reading comprehension scores and signing skill levels of mothers who used manual communication. 相似文献
13.
Parenting stress and social support in hearing mothers of deaf and hearing children: a longitudinal study 总被引：2，自引：0，他引：2
This longitudinal study investigated the impact of child deafness on mothers' stress, size of social networks, and satisfaction with social support. Twenty-three hearing mothers of deaf children and 23 hearing mothers of hearing children completed a series of self-report questionnaires when their children were 22 months, 3, and 4 years old. When children were 22 months, more mothers of deaf children reported pessimism about their children's achieving self-sufficiency and concerns about their children's communication abilities than did mothers of hearing children. When their children were 3 and 4 years old, mothers of deaf and hearing children did not differ in their reports of general parenting stress, as measured by the Parenting Stress Index (PSI). Likewise, mothers' ratings of satisfaction with social support were not affected by child deafness, nor did they change developmentally. Mothers of deaf and hearing children did differ in the types of support networks utilized. Mothers of deaf 22-month-olds reported significantly larger professional support networks, while mothers of hearing children reported significantly larger general support networks across all child ages. Mothers' feelings of stress and satisfaction with social support were very stable across the 2 years examined. The results suggest that most mothers of deaf children do not feel a high level of general parenting stress or dissatisfaction with their lives and support networks. However, mothers of deaf children are likely to feel stress in areas specific to deafness. In addition, because parenting stress was highly stable, special efforts should be made to intervene when mothers of deaf children are expressing high levels of stress. 相似文献
14.
Edwards L Figueras B Mellanby J Langdon D 《Journal of deaf studies and deaf education》2011,16(2):189-197
The extent to which cognitive development and abilities are dependent on language remains controversial. In this study, the analogical reasoning skills of deaf and hard of hearing children are explored. Two groups of children (deaf and hard of hearing children with either cochlear implants or hearing aids and hearing children) completed tests of verbal and spatial analogical reasoning. Their vocabulary and grammar skills were also assessed to provide a measure of language attainment. Results indicated significant differences between the deaf and hard of hearing children (regardless of type of hearing device) and their hearing peers on vocabulary, grammar, and verbal reasoning tests. Regression analyses revealed that in the group of deaf and hard of hearing children, but not in the hearing group, the language measures were significant predictors of verbal analogical reasoning, when age and spatial analogical reasoning ability were controlled for. The implications of these findings are discussed. 相似文献
15.
The reading achievement of deaf children may be low not only as a result of factors related to the hearing loss, such as a lag in language development. Environmental factors such as the quantity and quality of reading instruction, for example, may also cause low reading achievement. This study looked at the amount of time spent reading and the types of teacher interactions during reading instruction in classrooms at a school for deaf children and associated satellite classes in New Zealand. It was found that the deaf children spent very low levels of time engaged in reading and were subjected to teacher interactions that may inhibit the development of meaning-based reading skills. The quantity and quality of reading instruction for deaf children may differ from that experienced by most hearing children in New Zealand. 相似文献
16.
Spencer PE 《Journal of deaf studies and deaf education》2000,5(4):291-302
Potential effects of auditory and other communicative experience on development of visual attention were investigated for four groups of infants at 9, 12, and 18 months of age. Participants included 20 deaf infants with deaf mothers, 19 deaf infants with hearing mothers, 21 hearing infants with hearing mothers, and 20 hearing infants with deaf mothers. Infants' hearing status alone did not associate with patterns of visual attention. Deaf infants with deaf mothers showed significantly longer times in the most advanced attention state (coordinated joint) than did deaf infants with hearing mothers. However, other aspects of experience were associated with group differences. Both deaf and hearing children with deaf mothers who signed spent more time onlooking (or watching) their mothers than did children (deaf or hearing) with hearing mothers. Hearing children with hearing mothers spent more time looking at objects than did children with deaf mothers. Despite these differences in time in various attention states, the general trajectory of development of each of the attention states was similar across groups. Results indicate that early visual attention is associated with and potentially influenced by a complex interaction of maturation, communicative experiences, and other developing skills. 相似文献
17.
This article presents a study that examined the impact of visual communication on the quality of the early interaction between deaf and hearing mothers and fathers and their deaf children aged between 18 and 24 months. Three communication mode groups of parent-deaf child dyads that differed by the use of signing and visual-tactile communication strategies were involved: (a) hearing parents communicating with their deaf child in an auditory/oral way, (b) hearing parents using total communication, and (c) deaf parents using sign language. Based on Loots and colleagues' intersubjective developmental theory, parent-deaf child interaction was analyzed according to the occurrence of intersubjectivity during free play with a standard set of toys. The data analyses indicated that the use of sign language in a sequential visual way of communication enabled the deaf parents to involve their 18- to 24-month-old deaf infants in symbolic intersubjectivity, whereas hearing parents who hold on to oral-only communication were excluded from involvement in symbolic intersubjectivity with their deaf infants. Hearing parents using total communication were more similar to deaf parents, but they still differed from deaf parents in exchanging and sharing symbolic and linguistic meaning with their deaf child. 相似文献
18.
The use of problem-solving strategies by 59 deaf and hard of hearing children, grades K-3, was investigated. The children were asked to solve 9 arithmetic story problems presented to them in American Sign Language. The researchers found that while the children used the same general types of strategies that are used by hearing children (i.e., modeling, counting, and fact-based strategies), they showed an overwhelming use of counting strategies for all types of problems and at all ages. This difference may have its roots in language or instruction (or in both), and calls attention to the need for conceptual rather than procedural mathematics instruction for deaf and hard of hearing students. 相似文献
19.
We compared the reading development of 77 deaf and hard-of-hearing (DHH) Japanese children, aged 5–7 (40 females), with 139 of their hearing peers (74 females) in 2018. We assessed each group's phonological awareness (PA), grammar, vocabulary, and reading of hiragana (Japanese orthography children learn first). DHH children showed significant delays in grammar and vocabulary but only a slight delay in PA. Younger DHH children scored better than their hearing peers in reading. Although PA predicted reading for hearing children, reading predicted PA for DHH children. PA partially explained grammar skills for both groups. The results suggest educational intervention for reading acquisition should be based on not only general linguistic features but also each language's unique characteristics. 相似文献
20.
The present study examined whether specific item characteristics, such as mode of acquisition (MoA) of word meanings, make reading comprehension tests particularly difficult for deaf children. Reading comprehension data on nearly 13,000 hearing 7-to-12-year-olds and 253 deaf 7-to-20-year-olds were analyzed, divided across test levels from second to sixth grade (not necessarily corresponding to chronological age). Factor analyses across item scores suggested that, of the determinants studied, MoA--referring to the type of information (perceptual, linguistic, or both) used in word meaning acquisition--was the only factor that contributed significantly to deaf and hearing children's reading comprehension. For hearing children, MoA influenced item scores at the third- and fourth-grade levels. For the deaf children, MoA influenced item scores through the sixth-grade level. 相似文献