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Journal of Deaf Studies and Deaf Education最新文献

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An investigation on the face inversion effect in deaf children. 对聋哑儿童面部倒置效应的调查。
IF 1.7 3区 教育学
Journal of Deaf Studies and Deaf Education Pub Date : 2024-08-17 DOI: 10.1093/jdsade/enae033
Yunxiang Zhang, Huizhong He, Lixin Yi
{"title":"An investigation on the face inversion effect in deaf children.","authors":"Yunxiang Zhang, Huizhong He, Lixin Yi","doi":"10.1093/jdsade/enae033","DOIUrl":"https://doi.org/10.1093/jdsade/enae033","url":null,"abstract":"<p><p>The face inversion effect is an important indicator of holistic face perception and reflects the developmental level of face processing. This study examined the face inversion effect in deaf or hard of hearing (DHH) children aged 7-17 using the face dimensions task. This task uses photographic images of a face, in which configural and featural information in the eye and mouth regions have been parametrically and independently manipulated. The study aimed to discuss the effect of face inversion on facial processing in DHH children, including two aspects of information processing types (configural versus featural) and processing regions (eyes versus mouth) and compared the results with hearing children. The results revealed that DHH children aged 7-17 years exhibit significant face inversion effect, with disruptions observed in both the featural and configural processing of eyes and mouths when faces were inverted. Configural processing was more affected by inversion than featural processing in all children, with larger differences observed in DHH children than in hearing children. This supports the dual-mode hypothesis of holistic face processing. Age correlations were observed in the sensitivity of DHH children to face inversion effect but not among hearing children. The inversion effect of configural mouth processing decreases with age in DHH children.</p>","PeriodicalId":47768,"journal":{"name":"Journal of Deaf Studies and Deaf Education","volume":null,"pages":null},"PeriodicalIF":1.7,"publicationDate":"2024-08-17","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"141996685","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":3,"RegionCategory":"教育学","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}
引用次数: 0
Reading metacomprehension of Spanish deaf and hard-of-hearing students. 西班牙聋人和重听学生的阅读元理解。
IF 1.7 3区 教育学
Journal of Deaf Studies and Deaf Education Pub Date : 2024-08-12 DOI: 10.1093/jdsade/enae030
Isabel R Rodríguez-Ortiz, Francisco J Moreno-Pérez, David Saldaña
{"title":"Reading metacomprehension of Spanish deaf and hard-of-hearing students.","authors":"Isabel R Rodríguez-Ortiz, Francisco J Moreno-Pérez, David Saldaña","doi":"10.1093/jdsade/enae030","DOIUrl":"https://doi.org/10.1093/jdsade/enae030","url":null,"abstract":"<p><p>Difficulties in monitoring reading comprehension result in poor comprehension. One key aspect of monitoring is metacomprehension, which refers to one's awareness of one's own reading comprehension. Previous studies have observed difficulties in metacomprehension among the deaf or hard-of-hearing (DHH) population. This study aims to determine whether the metacomprehension of DHH students corresponds to their reading score and whether they are truly capable of adjusting their metacomprehension to the difficulty of the text. We evaluated 25 Spanish-speaking DHH students with reading scores approximately equivalent to Grades 5 or 6 of Primary School. Participants were asked to read a text and answer questions. The texts corresponded to three levels of difficulty (explicit, inferable, and noninferable). The results revealed that the metacomprehension of DHH students corresponded to their reading score. The DHH population may have better reading metacomprehension than is typically assumed, although the manifestation of this skill may depend on the type of task demanded of them (comprehension judgment or knowledge judgment).</p>","PeriodicalId":47768,"journal":{"name":"Journal of Deaf Studies and Deaf Education","volume":null,"pages":null},"PeriodicalIF":1.7,"publicationDate":"2024-08-12","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"141917782","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":3,"RegionCategory":"教育学","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}
引用次数: 0
Deaf role-models for Deaf children in hearing families: a scoping review. 有听力家庭中聋童的聋人榜样：范围审查。
IF 1.7 3区 教育学
Journal of Deaf Studies and Deaf Education Pub Date : 2024-08-11 DOI: 10.1093/jdsade/enae028
Angela Joy, Susan Ledger, Jill Duncan
{"title":"Deaf role-models for Deaf children in hearing families: a scoping review.","authors":"Angela Joy, Susan Ledger, Jill Duncan","doi":"10.1093/jdsade/enae028","DOIUrl":"https://doi.org/10.1093/jdsade/enae028","url":null,"abstract":"<p><p>The use of Deaf role-models (DRMs) with Deaf children born into hearing families is a practice aimed at improving outcomes for Deaf children, yet there is little peer-reviewed research available to influence future direction of such. This scoping review directs attention to available research on DRMs as a socio-linguistic and cultural viewpoint for balancing a predominantly audiological approach for early intervention for Deaf children. Systematic database searches initially yielded 132 records, of which seven articles were included in this scoping review. Findings are presented as five themes: 'Deaf Gain' and associated cultural capital, effective communication, developmental influences, family (or caregiver) attitudes to Deafness, and administration of DRM programs. Few formalized DRM programs were identified within the literature. The review concludes with recommendations for further exploration of the DRM experiences of Deaf people and their families within Australia.</p>","PeriodicalId":47768,"journal":{"name":"Journal of Deaf Studies and Deaf Education","volume":null,"pages":null},"PeriodicalIF":1.7,"publicationDate":"2024-08-11","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"141914263","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":3,"RegionCategory":"教育学","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}
引用次数: 0
Correction to: Literacy and signing deaf students: a multi-national scoping review. 更正：识字与手语聋哑学生：多国范围研究。
IF 1.7 3区 教育学
Journal of Deaf Studies and Deaf Education Pub Date : 2024-08-05 DOI: 10.1093/jdsade/enae032
{"title":"Correction to: Literacy and signing deaf students: a multi-national scoping review.","authors":"","doi":"10.1093/jdsade/enae032","DOIUrl":"https://doi.org/10.1093/jdsade/enae032","url":null,"abstract":"","PeriodicalId":47768,"journal":{"name":"Journal of Deaf Studies and Deaf Education","volume":null,"pages":null},"PeriodicalIF":1.7,"publicationDate":"2024-08-05","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"141890421","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":3,"RegionCategory":"教育学","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}
引用次数: 0
Correction to: Deaf adolescents' quality of life: a questionnaire in Italian Sign Language. 更正：聋哑青少年的生活质量：意大利手语调查问卷。
IF 1.7 3区 教育学
Journal of Deaf Studies and Deaf Education Pub Date : 2024-07-03 DOI: 10.1093/jdsade/enae027
{"title":"Correction to: Deaf adolescents' quality of life: a questionnaire in Italian Sign Language.","authors":"","doi":"10.1093/jdsade/enae027","DOIUrl":"https://doi.org/10.1093/jdsade/enae027","url":null,"abstract":"","PeriodicalId":47768,"journal":{"name":"Journal of Deaf Studies and Deaf Education","volume":null,"pages":null},"PeriodicalIF":1.7,"publicationDate":"2024-07-03","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"141493877","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":3,"RegionCategory":"教育学","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}
引用次数: 0
Comparing Deaf/Hard-of-Hearing Children's Oral Narratives Using Movies and Static Books. 利用电影和静态书籍比较聋哑/重听儿童的口头叙述。
IF 1.7 3区 教育学
Journal of Deaf Studies and Deaf Education Pub Date : 2024-06-27 DOI: 10.1093/jdsade/enae026
Jane Puhlman, Carla Wood
{"title":"Comparing Deaf/Hard-of-Hearing Children's Oral Narratives Using Movies and Static Books.","authors":"Jane Puhlman, Carla Wood","doi":"10.1093/jdsade/enae026","DOIUrl":"https://doi.org/10.1093/jdsade/enae026","url":null,"abstract":"<p><p>Clinicians utilize various methods for narrative sampling, including oral assessments like story generation and retelling, often aided by visual aids. Assessing language skills in deaf/hard of hearing (DHH) children requires careful narrative technique selection. This comparative observational study investigates the narrative outcomes of story generation and retelling tasks in 21 DHH children, using both book and movie contexts. Most microstructural elements (except for the mean length of utterance) were similar across the book and movie conditions. Differences in word choice, such as the use of action verbs, were evident. Macrostructural differences between book and movie conditions were insignificant regarding story grammar elements. However, movies, being visually engaging, potentially enhance the inclusion of characters, settings, plot, and actions. This research illuminates narrative assessment considerations, emphasizing technology's role in enhancing options for assessment for DHH children.</p>","PeriodicalId":47768,"journal":{"name":"Journal of Deaf Studies and Deaf Education","volume":null,"pages":null},"PeriodicalIF":1.7,"publicationDate":"2024-06-27","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"141459951","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":3,"RegionCategory":"教育学","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}
引用次数: 0
The effect of retrieval practice on vocabulary learning for DHH children. 检索练习对 DHH 儿童词汇学习的影响。
IF 1.7 3区 教育学
Journal of Deaf Studies and Deaf Education Pub Date : 2024-06-24 DOI: 10.1093/deafed/enae005
Casey K Reimer, Heather Grantham, Andrew C Butler
{"title":"The effect of retrieval practice on vocabulary learning for DHH children.","authors":"Casey K Reimer, Heather Grantham, Andrew C Butler","doi":"10.1093/deafed/enae005","DOIUrl":"10.1093/deafed/enae005","url":null,"abstract":"<p><p>On average, deaf and hard-of-hearing (DHH) children have difficulty developing expressive spoken vocabulary comparable to hearing peers. Yet, there are no evidence-based practices to guide classroom instruction for teachers of the deaf. Retrieval practice-a robust learning strategy-has been shown to improve children's retention of vocabulary, but it has not been investigated with DHH children who use listening and spoken language. The present study examined whether DHH children benefit from using retrieval practice to learn new vocabulary. Sixteen DHH children (in the age range of 5.0-8.11 years) were taught a set of new vocabulary words using retrieval practice or repeated exposure. A recall test was administered two days later. Results showed that DHH children were twice as likely to recall a word taught through retrieval practice than exposure (OR = 2.01, p = .02). Presence of an additional diagnosis and number of practice trials were also significant predicting factors of vocabulary learning.</p>","PeriodicalId":47768,"journal":{"name":"Journal of Deaf Studies and Deaf Education","volume":null,"pages":null},"PeriodicalIF":1.7,"publicationDate":"2024-06-24","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"139708205","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":3,"RegionCategory":"教育学","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}
引用次数: 0
Effect of sample length on MLU in Mandarin-speaking hard-of-hearing children. 样本长度对普通话重听儿童 MLU 的影响。
IF 1.7 3区 教育学
Journal of Deaf Studies and Deaf Education Pub Date : 2024-06-24 DOI: 10.1093/deafed/enae007
Chia-Ying Chu, Pei-Hua Chen, Yi-Shin Tsai, Chieh-An Chen, Yi-Chih Chan, Yan-Jhe Ciou
{"title":"Effect of sample length on MLU in Mandarin-speaking hard-of-hearing children.","authors":"Chia-Ying Chu, Pei-Hua Chen, Yi-Shin Tsai, Chieh-An Chen, Yi-Chih Chan, Yan-Jhe Ciou","doi":"10.1093/deafed/enae007","DOIUrl":"10.1093/deafed/enae007","url":null,"abstract":"<p><p>This study investigated the impact of language sample length on mean length of utterance (MLU) and aimed to determine the minimum number of utterances required for a reliable MLU. Conversations were collected from Mandarin-speaking, hard-of-hearing and typical-hearing children aged 16-81 months. The MLUs were calculated using sample sizes ranging from 25 to 200 utterances. The results showed that for an MLU between 1.0 and 2.5, 25 and 50 utterances were sufficient for reliable MLU calculations for hard-of-hearing and typical-hearing children, respectively. For an MLU between 2.5 and 3.75, 125 utterances were required for both groups. For an MLU greater than 3.75, 150 and 125 utterances were required for hard-of-hearing and typical-hearing children, respectively. These findings suggest that a greater number of utterances are required for a reliable MLU as language complexity increases. Professionals working with hard-of-hearing children should consider collecting different numbers of utterances based on the children's language complexity levels.</p>","PeriodicalId":47768,"journal":{"name":"Journal of Deaf Studies and Deaf Education","volume":null,"pages":null},"PeriodicalIF":1.7,"publicationDate":"2024-06-24","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"139974030","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":3,"RegionCategory":"教育学","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}
引用次数: 0
Correction to: Early access to language supports number mapping skills in deaf children. 更正：早期接触语言有助于提高聋哑儿童的数字映射技能。
IF 1.7 3区 教育学
Journal of Deaf Studies and Deaf Education Pub Date : 2024-06-24 DOI: 10.1093/deafed/enae013
{"title":"Correction to: Early access to language supports number mapping skills in deaf children.","authors":"","doi":"10.1093/deafed/enae013","DOIUrl":"10.1093/deafed/enae013","url":null,"abstract":"","PeriodicalId":47768,"journal":{"name":"Journal of Deaf Studies and Deaf Education","volume":null,"pages":null},"PeriodicalIF":1.7,"publicationDate":"2024-06-24","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"140177145","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":3,"RegionCategory":"教育学","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}
引用次数: 0
Motor adaptation in deaf and hearing native signers. 聋人和听力母语手语者的运动适应。
IF 1.7 3区 教育学
Journal of Deaf Studies and Deaf Education Pub Date : 2024-06-24 DOI: 10.1093/deafed/enae010
Anna-Lena Stroh, Krista E Overvliet, Björn Zierul, Frank Rösler, Brigitte Röder
{"title":"Motor adaptation in deaf and hearing native signers.","authors":"Anna-Lena Stroh, Krista E Overvliet, Björn Zierul, Frank Rösler, Brigitte Röder","doi":"10.1093/deafed/enae010","DOIUrl":"10.1093/deafed/enae010","url":null,"abstract":"<p><p>Previous studies have suggested that deafness could lead to deficits in motor skills and other body-related abilities. However, the literature regarding motor skills in deaf adults is scarce and existing studies often included participants with heterogeneous language backgrounds and deafness etiologies, thus making it difficult to delineate the effects of deafness. In this study, we investigated motor learning in deaf native signers and hearing nonsigners. To isolate the effects of deafness and those of acquiring a signed language, we additionally tested a group of hearing native signers. Two well-established paradigms of motor learning were employed, in which participants had to adapt their hand movements to a rotation of the visual feedback (Experiment 1) or to the introduction of a force field (Experiment 2). Proprioceptive estimates were assessed before and after adaptation. Like hearing nonsigners, deaf and hearing signers showed robust adaptation in both motor adaptation paradigms. No significant differences in motor adaptation and memory were observed between deaf signers and hearing nonsigners, as well as between hearing signers and hearing nonsigners. Moreover, no discernible group differences in proprioceptive accuracy were observed. These findings challenge the prevalent notion that deafness leads to deficits in motor skills and other body-related abilities.</p>","PeriodicalId":47768,"journal":{"name":"Journal of Deaf Studies and Deaf Education","volume":null,"pages":null},"PeriodicalIF":1.7,"publicationDate":"2024-06-24","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"140121035","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":3,"RegionCategory":"教育学","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}
引用次数: 0
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