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Almusawi H. Factors Affecting the Writing Performance in Hearing and Deaf Children: An Insight into Regularities and Irregularities of the Arabic Orthographic System. LANGUAGE AND SPEECH 2023; 66:246-264. [PMID: 35652441 DOI: 10.1177/00238309221097714] [Citation(s) in RCA: 0] [Impact Index Per Article: 0] [Reference Citation Analysis] [Abstract] [Key Words] [MESH Headings] [Track Full Text] [Subscribe] [Scholar Register] [Indexed: 06/15/2023]
Abstract
This study aims to account for the underlying causes of spelling errors in hearing and deaf children who speak a dialectal form of Arabic that substantially differs from the standard written one. It presents a general overview of the spoken Arabic language and its written system, drawing attention to some of the phonological and orthographic regularities and irregularities used in constructing and decoding Arabic words and sentences. It also accounts for the diglossic factors that interfere with the process of phoneme-to-grapheme mapping. The spelling outcomes of a group of hearing children are compared with another group of orally educated deaf children, who in addition to the complexity and diglossity of Arabic, have limited hearing abilities. Both groups performed two written tasks, one representing the standard form and the other representing the dialect. These tasks identified the types of spelling and segmentation errors and the effects of the committed errors on children's awareness of the concept of word and word boundaries. Analysis of the results reveals their spelling errors' nature and frequencies, and progressively categorizes the most prominent errors in practicing each language form. The deaf group (n = 30) produced significantly more errors than the hearing group (n = 36) in the dysphonetic errors and the word omission categories. The findings indicate that the sociolinguistic context of the Arabic language and the orthographic nature of the Arabic script are both important factors affecting hearing and deaf children's awareness of the concept of word as well as their spelling performance. These results may enable educators to understand the underlying factors of Arabic spelling and produce targeted error correction strategies to maximize children's learning outcomes.
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Affiliation(s)
- Hashemiah Almusawi
- Department of Special Education, College of Basic Education, The Public Authority for Applied Education and Training, Kuwait
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Li D, Lin K. DHH Students' Phoneme Repetition Awareness in Sentence Reading. JOURNAL OF DEAF STUDIES AND DEAF EDUCATION 2020; 25:505-516. [PMID: 32472118 DOI: 10.1093/deafed/enaa011] [Citation(s) in RCA: 0] [Impact Index Per Article: 0] [Reference Citation Analysis] [Abstract] [MESH Headings] [Track Full Text] [Subscribe] [Scholar Register] [Received: 10/30/2019] [Revised: 02/19/2020] [Accepted: 03/20/2020] [Indexed: 06/11/2023]
Abstract
To examine deaf and hard-of-hearing (DHH) students' awareness of phoneme repetition in Chinese sentence reading, two experiments were conducted in the self-paced, moving-window reading paradigm. The materials comprised sentences in which Chinese characters that sequentially followed each other shared similar spelling initials and finals in Experiments 1 and 2, respectively. In comparison to hearing participants, DHH participants were more likely to find it more time-consuming to read sentences with, as opposed to without, phoneme repetitions. However, their difficulty in phonological processing seemed to be linked to their weakness at syntactic skilfulness, thus having a negative influence on their reading performance. It is concluded that Chinese DHH college students have developed a phoneme repetition awareness which is different from how hearing college students are aware of phoneme repetitions in Chinese sentence reading. It is implicated that DHH students are able to develop their own skills of phonological information processing in sentence reading as a result of many practices.
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Affiliation(s)
- Degao Li
- Qufu Normal University (Rizhao Campus)
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Jing L, Vermeire K, Mangino A, Reuterskiöld C. Rhyme Awareness in Children With Normal Hearing and Children With Cochlear Implants: An Exploratory Study. Front Psychol 2019; 10:2072. [PMID: 31572265 PMCID: PMC6751305 DOI: 10.3389/fpsyg.2019.02072] [Citation(s) in RCA: 0] [Impact Index Per Article: 0] [Reference Citation Analysis] [Abstract] [Key Words] [Track Full Text] [Download PDF] [Figures] [Journal Information] [Subscribe] [Scholar Register] [Received: 04/29/2019] [Accepted: 08/26/2019] [Indexed: 11/29/2022] Open
Abstract
Phonological awareness is a critical component of phonological processing that predicts children’s literacy outcomes. Phonological awareness skills enable children to think about the sound structure of words and facilitates decoding and the analysis of words during spelling. Past research has shown that children’s vocabulary knowledge and working memory capacity are associated with their phonological awareness skills. Linguistic characteristics of words, such as phonological neighborhood density and orthography congruency have also been found to influence children’s performance in phonological awareness tasks. Literacy is a difficult area for deaf and hard of hearing children, who have poor phonological awareness skills. Although cochlear implantation (CI) has been found to improve these children’s speech and language outcomes, limited research has investigated phonological awareness in children with CI. Rhyme awareness is the first level of phonological awareness to develop in children with normal hearing (NH). The current study investigates whether rhyme awareness in children with NH (n = 15, median age = 5; 5, IQR = 11 ms) and a small group of children with CI (n = 6, median age = 6; 11.5, IQR = 3.75 ms) is associated with individual differences in vocabulary and working memory. Using a rhyme oddity task, well-controlled for perceptual similarity, we also explored whether children’s performance was associated with linguistic characteristics of the task items (e.g., rhyme neighborhood density, orthographic congruency). Results indicate that there is an association between vocabulary and working memory and performance in a rhyme awareness task in NH children. Only working memory was correlated with rhyme awareness performance in CI children. Linguistic characteristics of the task items, on the other hand, were not found to be associated with success. Implications of the results and future directions are discussed.
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Affiliation(s)
- Linye Jing
- Department of Communicative Sciences and Disorders, New York University, New York, NY, United States
| | - Katrien Vermeire
- Department of Communication Sciences and Disorders, Long Island University, Brooklyn, NY, United States
| | - Andrea Mangino
- LIJ Hearing and Speech Center, Cohen Children's Medical Center, Northwell Health, New Hyde Park, NY, United States
| | - Christina Reuterskiöld
- Department of Communicative Sciences and Disorders, New York University, New York, NY, United States
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Malaia E, Wilbur RB. Visual and linguistic components of short-term memory: Generalized Neural Model (GNM) for spoken and sign languages. Cortex 2019; 112:69-79. [DOI: 10.1016/j.cortex.2018.05.020] [Citation(s) in RCA: 9] [Impact Index Per Article: 1.8] [Reference Citation Analysis] [Track Full Text] [Journal Information] [Subscribe] [Scholar Register] [Received: 01/11/2018] [Revised: 04/02/2018] [Accepted: 05/29/2018] [Indexed: 10/14/2022]
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Alderson-Day B, Mitrenga K, Wilkinson S, McCarthy-Jones S, Fernyhough C. The varieties of inner speech questionnaire - Revised (VISQ-R): Replicating and refining links between inner speech and psychopathology. Conscious Cogn 2018; 65:48-58. [PMID: 30041067 PMCID: PMC6204885 DOI: 10.1016/j.concog.2018.07.001] [Citation(s) in RCA: 33] [Impact Index Per Article: 5.5] [Reference Citation Analysis] [Abstract] [Key Words] [MESH Headings] [Grants] [Track Full Text] [Download PDF] [Journal Information] [Subscribe] [Scholar Register] [Received: 03/02/2018] [Revised: 05/21/2018] [Accepted: 07/02/2018] [Indexed: 11/24/2022]
Abstract
Inner speech is a common experience for many but hard to measure empirically. The Varieties of Inner Speech Questionnaire (VISQ) has been used to link everyday phenomenology of inner speech - such as inner dialogue - to various psychopathological traits. However, positive and supportive aspects of inner speech have not always been captured. This study presents a revised version of the scale - the VISQ-R - based on factor analyses in two large samples: respondents to a survey on inner speech and reading (N = 1412) and a sample of university students (N = 377). Exploratory factor analysis indicated a five-factor structure including three previous subscales (dialogic, condensed, and other people in inner speech), an evaluative/critical factor, and a new positive/regulatory factor. Confirmatory factor analysis then replicated this structure in sample 2. Hierarchical regression analyses also replicated a number of relations between inner speech, hallucination-proneness, anxiety, depression, self-esteem, and dissociation.
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Affiliation(s)
- Ben Alderson-Day
- Department of Psychology, Durham University, Science Laboratories, South Road, Durham, United Kingdom.
| | - Kaja Mitrenga
- Department of Psychology, Durham University, Science Laboratories, South Road, Durham, United Kingdom
| | - Sam Wilkinson
- School of Philosophy, Psychology, and Language Sciences, The University of Edinburgh, Dugald Stewart Building, 3 Charles Street, Edinburgh, United Kingdom
| | - Simon McCarthy-Jones
- Department of Psychiatry, Trinity College Dublin, Trinity Centre for Health Sciences, St. James Hospital, James's Street, Dublin, Ireland
| | - Charles Fernyhough
- Department of Psychology, Durham University, Science Laboratories, South Road, Durham, United Kingdom
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Phonological Priming in Children with Hearing Loss: Effect of Speech Mode, Fidelity, and Lexical Status. Ear Hear 2016; 37:623-633. [PMID: 27438867 DOI: 10.1097/aud.0000000000000334] [Citation(s) in RCA: 4] [Impact Index Per Article: 0.5] [Reference Citation Analysis] [Abstract] [Track Full Text] [Journal Information] [Subscribe] [Scholar Register] [Indexed: 11/25/2022]
Abstract
OBJECTIVES This research determined (1) how phonological priming of picture naming was affected by the mode (auditory-visual [AV] versus auditory), fidelity (intact versus nonintact auditory onsets), and lexical status (words versus nonwords) of speech stimuli in children with prelingual sensorineural hearing impairment (CHI) versus children with normal hearing (CNH) and (2) how the degree of HI, auditory word recognition, and age influenced results in CHI. Note that the AV stimuli were not the traditional bimodal input but instead they consisted of an intact consonant/rhyme in the visual track coupled to a nonintact onset/rhyme in the auditory track. Example stimuli for the word bag are (1) AV: intact visual (b/ag) coupled to nonintact auditory (-b/ag) and 2) auditory: static face coupled to the same nonintact auditory (-b/ag). The question was whether the intact visual speech would "restore or fill-in" the nonintact auditory speech in which case performance for the same auditory stimulus would differ depending on the presence/absence of visual speech. DESIGN Participants were 62 CHI and 62 CNH whose ages had a group mean and group distribution akin to that in the CHI group. Ages ranged from 4 to 14 years. All participants met the following criteria: (1) spoke English as a native language, (2) communicated successfully aurally/orally, and (3) had no diagnosed or suspected disabilities other than HI and its accompanying verbal problems. The phonological priming of picture naming was assessed with the multimodal picture word task. RESULTS Both CHI and CNH showed greater phonological priming from high than low-fidelity stimuli and from AV than auditory speech. These overall fidelity and mode effects did not differ in the CHI versus CNH-thus these CHI appeared to have sufficiently well-specified phonological onset representations to support priming, and visual speech did not appear to be a disproportionately important source of the CHI's phonological knowledge. Two exceptions occurred, however. First-with regard to lexical status-both the CHI and CNH showed significantly greater phonological priming from the nonwords than words, a pattern consistent with the prediction that children are more aware of phonetics-phonology content for nonwords. This overall pattern of similarity between the groups was qualified by the finding that CHI showed more nearly equal priming by the high- versus low-fidelity nonwords than the CNH; in other words, the CHI were less affected by the fidelity of the auditory input for nonwords. Second, auditory word recognition-but not degree of HI or age-uniquely influenced phonological priming by the AV nonwords. CONCLUSIONS With minor exceptions, phonological priming in CHI and CNH showed more similarities than differences. Importantly, this research documented that the addition of visual speech significantly increased phonological priming in both groups. Clinically these data support intervention programs that view visual speech as a powerful asset for developing spoken language in CHI.
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Marschark M, Sarchet T, Trani A. Effects of Hearing Status and Sign Language Use on Working Memory. JOURNAL OF DEAF STUDIES AND DEAF EDUCATION 2016; 21:148-155. [PMID: 26755684 PMCID: PMC4886321 DOI: 10.1093/deafed/env070] [Citation(s) in RCA: 6] [Impact Index Per Article: 0.8] [Reference Citation Analysis] [Abstract] [MESH Headings] [Grants] [Track Full Text] [Subscribe] [Scholar Register] [Received: 10/02/2014] [Revised: 12/08/2015] [Accepted: 12/11/2015] [Indexed: 05/29/2023]
Abstract
Deaf individuals have been found to score lower than hearing individuals across a variety of memory tasks involving both verbal and nonverbal stimuli, particularly those requiring retention of serial order. Deaf individuals who are native signers, meanwhile, have been found to score higher on visual-spatial memory tasks than on verbal-sequential tasks and higher on some visual-spatial tasks than hearing nonsigners. However, hearing status and preferred language modality (signed or spoken) frequently are confounded in such studies. That situation is resolved in the present study by including deaf students who use spoken language and sign language interpreting students (hearing signers) as well as deaf signers and hearing nonsigners. Three complex memory span tasks revealed overall advantages for hearing signers and nonsigners over both deaf signers and deaf nonsigners on 2 tasks involving memory for verbal stimuli (letters). There were no differences among the groups on the task involving visual-spatial stimuli. The results are consistent with and extend recent findings concerning the effects of hearing status and language on memory and are discussed in terms of language modality, hearing status, and cognitive abilities among deaf and hearing individuals.
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Affiliation(s)
- Marc Marschark
- National Technical Institute for the Deaf-Rochester Institute of Technology and
| | - Thomastine Sarchet
- National Technical Institute for the Deaf-Rochester Institute of Technology and
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Marschark M, Spencer LJ, Durkin A, Borgna G, Convertino C, Machmer E, Kronenberger WG, Trani A. Understanding Language, Hearing Status, and Visual-Spatial Skills. JOURNAL OF DEAF STUDIES AND DEAF EDUCATION 2015; 20:310-330. [PMID: 26141071 PMCID: PMC4836709 DOI: 10.1093/deafed/env025] [Citation(s) in RCA: 17] [Impact Index Per Article: 1.9] [Reference Citation Analysis] [Abstract] [MESH Headings] [Grants] [Track Full Text] [Subscribe] [Scholar Register] [Received: 04/06/2015] [Revised: 06/09/2015] [Accepted: 06/12/2015] [Indexed: 05/29/2023]
Abstract
It is frequently assumed that deaf individuals have superior visual-spatial abilities relative to hearing peers and thus, in educational settings, they are often considered visual learners. There is some empirical evidence to support the former assumption, although it is inconsistent, and apparently none to support the latter. Three experiments examined visual-spatial and related cognitive abilities among deaf individuals who varied in their preferred language modality and use of cochlear implants (CIs) and hearing individuals who varied in their sign language skills. Sign language and spoken language assessments accompanied tasks involving visual-spatial processing, working memory, nonverbal logical reasoning, and executive function. Results were consistent with other recent studies indicating no generalized visual-spatial advantage for deaf individuals and suggested that their performance in that domain may be linked to the strength of their preferred language skills regardless of modality. Hearing individuals performed more strongly than deaf individuals on several visual-spatial and self-reported executive functioning measures, regardless of sign language skills or use of CIs. Findings are inconsistent with assumptions that deaf individuals are visual learners or are superior to hearing individuals across a broad range of visual-spatial tasks. Further, performance of deaf and hearing individuals on the same visual-spatial tasks was associated with differing cognitive abilities, suggesting that different cognitive processes may be involved in visual-spatial processing in these groups.
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Daza MT, Phillips-Silver J, Ruiz-Cuadra MDM, López-López F. Language skills and nonverbal cognitive processes associated with reading comprehension in deaf children. RESEARCH IN DEVELOPMENTAL DISABILITIES 2014; 35:3526-3533. [PMID: 25240218 DOI: 10.1016/j.ridd.2014.08.030] [Citation(s) in RCA: 8] [Impact Index Per Article: 0.8] [Reference Citation Analysis] [Abstract] [Key Words] [MESH Headings] [Track Full Text] [Subscribe] [Scholar Register] [Received: 07/17/2014] [Accepted: 08/21/2014] [Indexed: 06/03/2023]
Abstract
The main aim of this study was to examine the relationship between language skills (vocabulary knowledge and phonological awareness), nonverbal cognitive processes (attention, memory and executive functions) and reading comprehension in deaf children. Participants were thirty prelingually deaf children (10.7 ± 1.6 years old; 18 boys, 12 girls), who were classified as either good readers or poor readers by their scores on two reading comprehension tasks. The children were administered a rhyme judgment task and seven computerized neuropsychological tasks specifically designed and adapted for deaf children to evaluate vocabulary knowledge, attention, memory and executive functions in deaf children. A correlational approach was also used to assess the association between variables. Although the two groups did not show differences in phonological awareness, good readers showed better vocabulary and performed significantly better than poor readers on attention, memory and executive functions measures. Significant correlations were found between better scores in reading comprehension and better scores on tasks of vocabulary and non-verbal cognitive processes. The results suggest that in deaf children, vocabulary knowledge and nonverbal cognitive processes such as selective attention, visuo-spatial memory, abstract reasoning and sequential processing may be especially relevant for the development of reading comprehension.
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Affiliation(s)
| | - Jessica Phillips-Silver
- Department of Neuroscience, Georgetown University Medical Center, Washington, DC, United States
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10
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Furlonger B, Holmes VM, Rickards FW. Phonological Awareness and Reading Proficiency in Adults with Profound Deafness. READING PSYCHOLOGY 2014. [DOI: 10.1080/02702711.2012.726944] [Citation(s) in RCA: 3] [Impact Index Per Article: 0.3] [Reference Citation Analysis] [Track Full Text] [Journal Information] [Subscribe] [Scholar Register] [Indexed: 10/25/2022]
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11
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López-Crespo G, Daza MT, Méndez-López M. Visual working memory in deaf children with diverse communication modes: improvement by differential outcomes. RESEARCH IN DEVELOPMENTAL DISABILITIES 2012; 33:362-368. [PMID: 22119682 DOI: 10.1016/j.ridd.2011.10.022] [Citation(s) in RCA: 12] [Impact Index Per Article: 1.0] [Reference Citation Analysis] [Abstract] [MESH Headings] [Track Full Text] [Subscribe] [Scholar Register] [Received: 10/26/2011] [Accepted: 10/26/2011] [Indexed: 05/31/2023]
Abstract
Although visual functions have been proposed to be enhanced in deaf individuals, empirical studies have not yet established clear evidence on this issue. The present study aimed to determine whether deaf children with diverse communication modes had superior visual memory and whether their performance was improved by the use of differential outcomes. Severely or profoundly deaf children who employed spoken Spanish, Spanish Sign Language (SSL), and both spoken Spanish and SSL modes of communication were tested in a delayed matching-to-sample task for visual working memory assessment. Hearing controls were used to compare performance. Participants were tested in two conditions, differential outcome and non-differential outcome conditions. Deaf groups with either oral or SSL modes of communication completed the task with less accuracy than bilingual and control hearing children. In addition, the performances of all groups improved through the use of differential outcomes.
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Affiliation(s)
- Ginesa López-Crespo
- Departamento de Psicología y Sociología, Facultad de Ciencias Sociales y Humanas, Universidad de Zaragoza, 44003 Teruel, Spain.
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RUDNER MARY, ANDIN JOSEFINE, RÖNNBERG JERKER. Working memory, deafness and sign language. Scand J Psychol 2009; 50:495-505. [DOI: 10.1111/j.1467-9450.2009.00744.x] [Citation(s) in RCA: 33] [Impact Index Per Article: 2.2] [Reference Citation Analysis] [Track Full Text] [Journal Information] [Subscribe] [Scholar Register] [Indexed: 11/29/2022]
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Li D, Zhang J. Chinese deaf adolescents' free recall of taxonomic, slot-filler, and thematic categories. Scand J Psychol 2009; 50:355-66. [PMID: 19392942 DOI: 10.1111/j.1467-9450.2009.00721.x] [Citation(s) in RCA: 6] [Impact Index Per Article: 0.4] [Reference Citation Analysis] [Abstract] [Track Full Text] [Journal Information] [Subscribe] [Scholar Register] [Indexed: 11/29/2022]
Abstract
Four experiments were conducted to show that deaf adolescents tended to process information in different ways from hearing adolescents. Memorizing items sequentially shown on computer screens under the control of their articulators' movements, deaf adolescents tended to treat items that cohered as taxonomic, thematic, or slot-filler categories as isolated pieces of information. Having to perceive information by means of sign language, however, their achievements were not worse than those of hearing adolescents anymore, no matter whether the stimuli were presented as words or pictures. They could not only utilize categories relations to help memorize categories exemplars but were relatively better aware of slot-filler or thematic than taxonomic relations as well, suggesting that they had a relatively delayed development of taxonomic category representations in comparison with hearing adolescents.
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Affiliation(s)
- Degao Li
- School of International Studies, Zhejiang University, China
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15
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Phonological Short term memory in deaf children fitted with a cochlear implant: effects of phonological similarity, word lenght and lipreading cues. ACTA ACUST UNITED AC 2009. [DOI: 10.1016/s0214-4603(09)70026-9] [Citation(s) in RCA: 9] [Impact Index Per Article: 0.6] [Reference Citation Analysis] [Track Full Text] [Journal Information] [Subscribe] [Scholar Register] [Indexed: 11/19/2022]
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D'Hondt M, Leybaert J. Lateralization effects during semantic and rhyme judgement tasks in deaf and hearing subjects. BRAIN AND LANGUAGE 2003; 87:227-240. [PMID: 14585292 DOI: 10.1016/s0093-934x(03)00104-4] [Citation(s) in RCA: 11] [Impact Index Per Article: 0.5] [Reference Citation Analysis] [Abstract] [MESH Headings] [Track Full Text] [Subscribe] [Scholar Register] [Indexed: 05/24/2023]
Abstract
A visual hemifield experiment investigated hemispheric specialization among hearing children and adults and prelingually, profoundly deaf youngsters who were exposed intensively to Cued Speech (CS). Of interest was whether deaf CS users, who undergo a development of phonology and grammar of the spoken language similar to that of hearing youngsters, would display similar laterality patterns in the processing of written language. Semantic, rhyme, and visual judgement tasks were used. In the visual task no VF advantage was observed. A RVF (left hemisphere) advantage was obtained for both the deaf and the hearing subjects for the semantic task, supporting Neville's claim that the acquisition of competence in the grammar of language is critical in establishing the specialization of the left hemisphere for language. For the rhyme task, however, a RVF advantage was obtained for the hearing subjects, but not for the deaf ones, suggesting that different neural resources are recruited by deaf and hearing subjects. Hearing the sounds of language may be necessary to develop left lateralised processing of rhymes.
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Affiliation(s)
- Murielle D'Hondt
- Laboratoire de Psychologie Expérimentale, Free University of Brussels, Brussels, Belgium
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17
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Burkholder RA, Pisoni DB. Speech timing and working memory in profoundly deaf children after cochlear implantation. J Exp Child Psychol 2003; 85:63-88. [PMID: 12742763 PMCID: PMC3432938 DOI: 10.1016/s0022-0965(03)00033-x] [Citation(s) in RCA: 121] [Impact Index Per Article: 5.8] [Reference Citation Analysis] [Abstract] [Key Words] [MESH Headings] [Grants] [Track Full Text] [Journal Information] [Subscribe] [Scholar Register] [Indexed: 11/23/2022]
Abstract
Thirty-seven profoundly deaf children between 8- and 9-years-old with cochlear implants and a comparison group of normal-hearing children were studied to measure speaking rates, digit spans, and speech timing during digit span recall. The deaf children displayed longer sentence durations and pauses during recall and shorter digit spans compared to the normal-hearing children. Articulation rates, measured from sentence durations, were strongly correlated with immediate memory span in both normal-hearing and deaf children, indicating that both slower subvocal rehearsal and scanning processes may be factors that contribute to the deaf children's shorter digit spans. These findings demonstrate that subvocal verbal rehearsal speed and memory scanning processes are not only dependent on chronological age as suggested in earlier research by. Instead, in this clinical population the absence of early auditory experience and phonological processing activities before implantation appears to produce measurable effects on the working memory processes that rely on verbal rehearsal and serial scanning of phonological information in short-term memory.
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18
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Andersson U. Deterioration of the phonological processing skills in adults with an acquired severe hearing loss. ACTA ACUST UNITED AC 2002. [DOI: 10.1080/09541440143000096] [Citation(s) in RCA: 22] [Impact Index Per Article: 1.0] [Reference Citation Analysis] [Track Full Text] [Journal Information] [Subscribe] [Scholar Register] [Indexed: 10/16/2022]
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Abstract
Phonological awareness is important for reading development in hearing children, in whom it develops at the three consecutive levels of the syllable, rhyme, and phoneme. Deaf children typically have literacy difficulties, and previous research has been equivocal about whether deaf children can develop phonological awareness. Three experiments are presented that investigate the phonological skills of deaf children (mean age 11 years) at the three linguistic levels of syllable, rhyme, and phoneme. The first experiment showed that deaf children's syllable awareness can be equivalent to that of chronological age-matched hearing controls. In the second experiment, deaf children's ability to make rhyme judgements was above chance, but poorer than that of younger reading-matched hearing controls. The third experiment showed that deaf children could phonologically recode nonsense words at a level above chance, suggesting that they could draw on phonemic skills in certain conditions. We conclude that deaf children can develop phonological awareness, but that their phonological skills lag those of hearing children and may develop in different ways. Differences between our tasks and those used in other studies are discussed.
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Affiliation(s)
- A Sterne
- Institute of Psychiatry, London, UK
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20
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Charlier BL, Leybaert J. The rhyming skills of deaf children educated with phonetically augmented speechreading. THE QUARTERLY JOURNAL OF EXPERIMENTAL PSYCHOLOGY. A, HUMAN EXPERIMENTAL PSYCHOLOGY 2000; 53:349-75. [PMID: 10881610 DOI: 10.1080/713755898] [Citation(s) in RCA: 53] [Impact Index Per Article: 2.2] [Reference Citation Analysis] [Abstract] [MESH Headings] [Track Full Text] [Subscribe] [Scholar Register] [Indexed: 10/17/2022]
Abstract
Two experiments investigated whether profoundly deaf children's rhyming ability was determined by the linguistic input that they were exposed to in their early childhood. Children educated with Cued Speech (CS) were compared to other deaf children, educated orally or with sign language. In CS, speechreading is combined with manual cues that disambiguate it. The central hypothesis is that CS allows deaf children to develop accurate phonological representations, which, in turn, assist in the emergence of accurate rhyming abilities. Experiment 1 showed that the deaf children educated early with CS performed better at rhyme judgement than did other deaf children. The performance of early CS-users was not influenced by word spelling. Experiment 2 confirmed this result in a rhyme generation task. Taken together, results support the hypothesis that rhyming ability depends on early exposure to a linguistic input specifying all phonological contrasts, independently of the modality (visual or auditory) in which this input is perceived.
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Affiliation(s)
- B L Charlier
- Laboratoire de Psychologie Expérimentale, Université Libre de Bruxelles, Brussels, Belgium.
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21
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Andersson U, Lyxell B. Phonological deterioration in adults with an acquired severe hearing impairment: a deterioration in long-term memory or working memory? SCANDINAVIAN AUDIOLOGY 1999; 28:241-7. [PMID: 10572969 DOI: 10.1080/010503999424671] [Citation(s) in RCA: 4] [Impact Index Per Article: 0.2] [Reference Citation Analysis] [Abstract] [MESH Headings] [Track Full Text] [Subscribe] [Scholar Register] [Indexed: 10/16/2022]
Abstract
The purpose of this study was to examine the phonological processing skills in individuals with an acquired severe hearing impairment. The subjects were tested on cognitive tasks that vary in their demands on phonological processing. The severely hearing impaired individuals performed at a significantly lower level on the word-word rhyme judgements task, but performed on a par with the control group on the picture-word rhyme judgements task and the lexical decision-making task. The results indicate that the phonological processing skills in individuals who have acquired a severe hearing loss in adult life deteriorate. The results are discussed with respect to theoretical and clinical implications.
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Affiliation(s)
- U Andersson
- Department of Education and Psychology, Linköping University, Sweden.
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22
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Marschark M. Memory for language in deaf adults and children. SCANDINAVIAN AUDIOLOGY. SUPPLEMENTUM 1999; 49:87-92. [PMID: 10209782 DOI: 10.1080/010503998420702] [Citation(s) in RCA: 6] [Impact Index Per Article: 0.2] [Reference Citation Analysis] [Abstract] [MESH Headings] [Track Full Text] [Subscribe] [Scholar Register] [Indexed: 10/17/2022]
Abstract
Cognitive psychologists have known for a long time that language and memory are intimately related in people who can hear. Why should the situation be any different for deaf children and deaf adults? This article considers the results of previous studies and some new findings in examining the possible impact of spoken language and sign language fluencies/preferences on the structure and process of memory in deaf individuals. Current evidence suggests that there are some differences in the organization of long-term memory in deaf as compared to hearing people, but no one has yet demonstrated such differences to be so large that they qualitatively or quantitatively affect learning in any real sense. In contrast, there is now abundant evidence to suggest that variation in spoken language abilities have a direct impact on memory span and perhaps on working memory more generally. These findings are discussed in terms of their implications for the education of students who are deaf or hard of hearing.
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Affiliation(s)
- M Marschark
- National Technical Institute for the Deaf, Rochester Institute of Technology, New York, USA.
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Andersson U, Lyxell B. Phonological deterioration in adults with an acquired severe hearing impairment. SCANDINAVIAN AUDIOLOGY. SUPPLEMENTUM 1999; 49:93-100. [PMID: 10209783 DOI: 10.1080/010503998420711] [Citation(s) in RCA: 14] [Impact Index Per Article: 0.6] [Reference Citation Analysis] [Abstract] [MESH Headings] [Track Full Text] [Subscribe] [Scholar Register] [Indexed: 10/16/2022]
Abstract
The study examined the phonological processing skills in a group of adults who have acquired a severe hearing loss in adult life. These severely hearing-impaired individuals performed at a significantly lower level on the rhyme judgement tasks and the letter span task, but on a par with the control group on other cognitive tests. A correlation analysis showed that duration of hearing loss is negatively related to performance on the rhyme judgement tasks and letter span task. The results indicate that the phonological processing skills in individuals who have acquired a severe hearing loss in adult life deteriorates. The results are discussed with respect to theoretical and clinical implications.
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Affiliation(s)
- U Andersson
- Department of Education and Psychology, Linköping University, Sweden.
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Jerger S, Stout G, Kent M, Albritton E, Loiselle L, Blondeau R, Jorgenson S. Auditory stroop effects in children with hearing impairment. JOURNAL OF SPEECH AND HEARING RESEARCH 1993; 36:1083-1096. [PMID: 8246474 DOI: 10.1044/jshr.3605.1083] [Citation(s) in RCA: 12] [Impact Index Per Article: 0.4] [Reference Citation Analysis] [Abstract] [MESH Headings] [Grants] [Track Full Text] [Subscribe] [Scholar Register] [Indexed: 05/22/2023]
Abstract
The accurate perception of speech involves the processing of multidimensional information. The aim of this study was to determine the influence of the semantic dimension on the processing of the auditory dimension of speech by children with hearing impairment. The processing interactions characterizing the semantic and auditory dimensions were assessed with a pediatric auditory Stroop task. The subjects, 20 children with hearing impairment and 60 children with normal hearing, were instructed to attend selectively to the voice-gender of speech targets while ignoring the semantic content. The type of target was manipulated to represent conflicting, neutral, and congruent relations between dimensions (e.g., the male voice saying "Mommy," "ice cream," or "Daddy" respectively). The normal-hearing listeners could not ignore the irrelevant semantic content. Instead, reaction times were slower to the conflict targets (Stroop interference) and faster to the congruent targets (Stroop congruency). The subjects with hearing impairment showed prominent Stroop congruency, but minimal Stroop interference. Reduced Stroop interference was not associated with chronological age, a speed-accuracy tradeoff, a non-neutral baseline, or relatively poorer discriminability of the word input. The present results suggest that the voice-gender and semantic dimensions of speech were not processed independently by these children, either those with or those without hearing loss. However, the to-be-ignored semantic dimension exerted a less consistent influence on the processing of the voice-gender dimension in the presence of childhood hearing loss. The overall pattern of results suggests that speech processing by children with hearing impairment is carried out in a less stimulus-bound manner.
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Affiliation(s)
- S Jerger
- Department of Otorhinolaryngology & Communicative Sciences, Baylor College of Medicine, Houston, TX
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