The impact of maternal deafness on cradling laterality with deaf and hearing infants

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.     

Representational Abilities and the Hearing Status of Child/Mother Dyads

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.     

Looking without listening: is audition a prerequisite for normal development of visual attention during infancy?

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.     

Initiations of social interactions by young hearing impaired preschoolers

This study examined strategies for initiating social interactions with peers, among 4 children with hearing impairment, aged 33 to 36 months, attending a special early education center or a regular kindergarten. The study investigated initiation type (related to partner's hearing status) and rates of initiation success/failure vis-a-vis hearing and deaf partners. Results revealed (a) more initiations in the regular program than in the special program; (b) in the special program, much more successful initiations toward children with hearing impairment than toward hearing children; (c) vocalization as the most frequent strategy used with both hearing and hearing-impaired partners; and (d) referential decisions about their initiations even among young children with hearing impairment (made by changing frequencies of various strategies according to partner's hearing status). The discussion addressed implications regarding integration of children with hearing impairment into regular educational settings.     

The Use of Visual-Tactile Communication Strategies by Deaf and Hearing Fathers and Mothers of Deaf Infants

This article presents the results of a study comparing deaf and hearing parents in the use of visual-tactile communication strategies during interaction with their hearing-impaired children between 18 and 24 months of age. The study includes 17 deaf and hard-of-hearing children and 33 parents, covering hearing mothers (n = 12), hearing fathers (n = 11), deaf mothers (n = 5), and deaf fathers (n = 5). The four groups of parents are compared in the use of visual-tactile communication strategies during free play with their children. Overall results show that deaf mothers and deaf fathers differ significantly from hearing parents in the use of a visual communication style adapted to the developmental communication needs and abilities related to the 18- to 24-month age period. The study pays special attention to differences in visual-tactile communication strategies according to hearing status, gender, use of languages, and communication modes.     

The impact of sign language on the cognitive development of deaf children: the case of theories of mind

The ability to attribute false beliefs (i.e., demonstrate theory of mind) by 155 deaf children between 5 and 8 years of age was compared to that of 39 hearing children ages 4 to 6. The hypotheses under investigation were (1) that linguistic features of sign language could promote the development of theories of mind and (2) that early exposure to language would allow an easier access to these theories. Deaf children were grouped according to their communication mode and the hearing status of their parents. The results obtained in three false belief tasks supported the hypotheses: effective representational abilities were demonstrated by deaf children of deaf parents, whereas those born to hearing parents appeared delayed in that regard, with differences according to their communication mode.     

Verbal and spatial analogical reasoning in deaf and hearing children: the role of grammar and vocabulary

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.     

Ethnic, gender, and age preferences among deaf and hearing preschool peers

The present study concerns ethnic, age, and gender playmate preferences of deaf and hearing preschoolers who were observed during outdoor free play at their respective schools over a 7-month period. Hispanic, black, and white children were included. It was hypothesized that peer preferences would be less apparent among deaf children than among hearing children if these preferences were based on (a) language differences between ethnic groups (e.g., Spanish-English differences), age groups (e.g., verbal fluency differences), or gender groups; or (b) cultural values communicated by speech. Both deaf and hearing children preferred to play with children of the same ethnicity, gender, and age as themselves. In addition, play among children of the same ethnicity, gender, and age was qualitatively different from play among children of different ethnicity, gender, and age. The only effect of deafness was to decrease the amount of gender segregation that occurred. The results suggest that the development of ethnic, gender, and age playmate preferences is not dependent on intergroup language differences or spoken cultural messages. Several nonlinguistic factors that might contribute to early peer preferences are discussed.     

Self-concept among hearing Chinese children of deaf parents

This paper discusses a study of Chinese children in Hong Kong that compared the self-concepts of hearing children of deaf parents with the self-concepts of hearing children of hearing parents. The study was based on the responses to a questionnaire given to 42 deaf couples and their 70 hearing children, and 41 hearing couples and their 82 hearing children. It found no differences in the self-concepts of hearing children of deaf parents and hearing children of hearing parents. However, it did find that deaf parents had lower self-concepts than hearing parents.     

Evaluating phonological processing skills in children with prelingual deafness who use cochlear implants

This study investigated the phonological processing skills of 29 children with prelingual, profound hearing loss with 4 years of cochlear implant experience. Results were group matched with regard to word-reading ability and mother's educational level with the performance of 29 hearing children. Results revealed that it is possible to obtain a valid measure of phonological processing (PP) skills in children using CIs. They could complete rhyming tasks and were able to complete sound-based tasks using standard test materials provided by a commercial test distributor. The CI children completed tasks measuring PP, but there were performance differences between the CI users and the hearing children. The process of learning phonological awareness (PA) for the children with CIs was characterized by a longer, more protracted learning phase than their counterparts with hearing. Tests of phonological memory skills indicated that when the tasks were controlled for presentation method and response modality, there were no differences between the performance of children with CIs and their counterparts with hearing. Tests of rapid naming revealed that there were no differences between rapid letter and number naming between the two groups. Results yielded a possible PP test battery for children with CI experience.     

Do you see what I see? School perspectives of deaf children,hearing children and their parents☆

Perspectives on academic and social aspects of children’s school experiences were obtained from deaf and hearing children and their (deaf or hearing) parents. Possible differences between (1) the views of children and their parents and (2) those of hearing children and their parents compared to deaf children and their parents were of particular interest. Overall, parents gave their children higher school friendship ratings than the children gave themselves, and hearing children and their parents were more positive about children’s friendships than were deaf children and their parents. Both children and parents also saw deaf children as less successful in reading than hearing children. However, deaf children having deaf parents, attending a school for the deaf and using sign language at home all were associated with more positive perceptions of social success. Use of cochlear implants was not associated with perceptions of greater academic or social success. These and related findings are discussed in the context of parent and child perspectives on social and academic functioning and particular challenges confronted by deaf children in regular school settings.     

Social-emotional functioning of elementary-age deaf children: a profile analysis

Discussion and study of the social-emotional development of deaf and hard of hearing children, though extensive, has yet to provide an accurate understanding of the differences between deaf and hearing children. Consequently, the goal of the researchers was to conduct a profile analysis to determine similarities and differences between the two groups. The sample consisted of 20 hearing and 20 deaf children ages 8-11 years. All of the deaf children were enrolled in a Simultaneous Communication magnet program. Significant differences were found in two areas: school interest and on-task behavior. Overall, however, data from the study showed few differences between hearing and deaf children. The researchers recommend that current interventions be reconsidered on the basis of these results.     

Conversations between deaf children and their hearing mothers: pragmatic and dialogic characteristics

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.     

视力残疾学生纯音听阈测试研究

了解新的历史时期视力残疾儿童听力状况,为视力残疾儿童心理学及教育学的研究提供依据。方法纯音听阈气导测试。结果视力残疾儿童听力损失的出现率为41.5%;噪声对听力的不良影响不可忽视;视力残疾儿童听力发展符合普通儿童听力发展的基本规律听阈值随着年龄增长而降低是一种听力发育的现象,与听觉系统的机能逐步完善有关。     

An Observational Study of Social Communication Skills in Eight Preschoolers with and Without Hearing Loss During Cooperative Play

Early peer relationships and interactions influence social acceptance and a child’s ability to form social relationships later in life (Ladd 2005). Although it has been reported that some children with profound hearing loss who have experienced the oral approach since diagnosis display language skills similar to children with typical hearing (DeLuzio and Girolametto 2011), many may still be excluded socially and have subtle communication differences that impact friendships. More information is needed about how differences and similarities are manifested in young children with hearing loss. This investigation observed the frequency of three social communicative behaviors displayed by eight preschoolers with and without hearing loss as they played in dyads during unstructured table activities. The results revealed that the children with hearing loss produced about a quarter as many initiated verbal comments; however, they engaged in more verbal and play turns than their playmates with typical hearing. Implications for teaching young children with hearing loss in inclusive preschool settings are discussed.     

Structural Influences on Deaf and Hearing Children's Recall of Temporal/Spatial Incongruent Letter Strings

A test of individual differences in cognitive flexibility was made by challenging 16 prelingually profoundly deaf children (CA = 11.33 yr.) and 16 hearing children (CA = 11.75 yr) with a short‐term memory task that required immediate recall of the temporal or spatial sequence in which four letters were presented. For each trial, letter presentation was arranged so that the temporal sequence was not correlated with the spatial sequence. On initial free‐response trials, all hearing children and seven deaf children showed a temporal orientation. The remaining nine deaf children showed a spatial orientation. On later trials, each child was instructed to take the orientation not originally taken. It was predicted from O'Connor & Hermelin (Quarterly Journal of Experimental Psychology (1973) 25, 335‐343) that all groups would show substantial flexibility going from the initial to the challenge test, but only the hearing group actually showed the predicted recovery. Moreover, recall response times indicated processing differences between the two deaf groups, even when stimulus presentation parameters were individually adjusted to tap each child's optimum performance. It was concluded that individual differences in deaf children's initial orientations bear significantly upon differences in performance because of these children's relatively weak adaptive responses under challenging conditions.     

Social processes and outcomes of in-school contact between deaf and hearing peers

Studies of social processes and outcomes of the placement of deaf students with hearing peers cannot be easily summarized, but can be grouped into a least four major categories of focus: social skills, interaction and participation, sociometric status and acceptance, and affective functioning. We review 33 studies available since 1980 in which a mainstreamed or included deaf sample was compared to another group. Studies indicated (1) that hearing students were more socially mature than deaf students in public schools, (2) that deaf students interacted with deaf classmates more than hearing ones, (3) that deaf students were somewhat accepted by their hearing classmates, and (4) that self-esteem was not related to extent of mainstreaming. There was a tendency for studies to use observational methods with very young children, teacher evaluations with middle school children, and questionnaires with older children. Three major areas of methodology limit general conclusions: samples, measurements of variables, and experimental manipulations. The reviewed studies provide a basis for understanding the social processes and outcomes in these placement situations; however, it is not possible to make broad generalizations about effects of placement.     

Concurrent correlates and predictors of reading and spelling achievement in deaf and hearing school children

Seven- and eight-year-old deaf children and hearing children of equivalent reading age were presented with a number of tasks designed to assess reading, spelling, productive vocabulary, speechreading, phonological awareness, short-term memory, and nonverbal intelligence. The two groups were compared for similarities and differences in the levels of performance and in the predictors of literacy. Multiple regressions showed that both productive vocabulary and speechreading were significant predictors of reading for the deaf children after hearing loss and nonverbal intelligence had been accounted for. However, spelling ability was not associated with any of the other measures apart from reading. For hearing children, age was the main determinant of reading and spelling ability (due to selection criterion). Possible explanations for the role of speechreading and productive vocabulary in deaf children's reading and the differences between the correlates of literacy for deaf and hearing children are discussed.     

听觉障碍儿童人格特征比较研究

以艾森克人格问卷(EPQ)为工具,对西安市30名听觉障碍儿童的人格特征进行测定,探讨了影响听觉障碍儿童人格发展的因素,并得出了以下结论:(1)听障男童在内外倾和掩饰性上显著高于正常男童;听障女童在精神质和掩饰性上显著高于正常女童,但在神经质上显著低于正常女童;听障男童在精神质上显著高于听障女童,其他人格维度上性别差异不显著。(2)农村听障儿童的内外倾性显著高于城市听障儿童,其他方面没有显著差异。(3)八年级听障儿童在内外倾和精神质上要显著优于六年级听障儿童,在神经质和掩饰性上二者差异不显著。