CSD 3000 DEAFNESS IN SOCIETY
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Transcript of CSD 3000 DEAFNESS IN SOCIETY
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CSD 3000DEAFNESS IN SOCIETY
Topic 3PSYCHOSOCIAL EFFECTS OF
DEAFNESSHearing Loss and Language
Acquisition
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The Components of Language
• FormThe structure of language
• ContentThe meaning of language
• UseThe goal or purpose of language
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The Five Rule Systems of Language
FormSyntax
Rules for combining words into sentencesMorphology
Rules for combining speech sounds into meaningful units
PhonologyRules for combining speech sounds to make words
ContentSemantics
Rules for combining words and meaning of wordsUse
PragmaticsRules for conversation
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Some Characteristics of Normal Language
Acquisition A process that occurs in
natural contexts Only requirement is
repeated opportunities for meaningful conversation with adults
Children are cognitively programmed to learn language
No one language is universal No one language is easier or
harder to learn
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When Things Interfere with Acquisition…
Problems arise when..
Language is used inconsistently by adults
Obstacles prevent full access to the language
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Factors Affecting the Degree of Language
DifficultiesLanguage learning difficulties vary
depending on:1. The degree of hearing loss2. Intelligence3. Family communication styles4. Intervention programs the child
ultimately is exposed to
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Effect on theMother-Child Bond
Deafness has the potential to impair the communication between a child and his hearing parents
This has become a recent “hot topic” in the literature regarding psychosocial affects of deafness
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Early BondsUnderstanding the effect of deafness on
the early bonds between mother and child is important because:
1. Communication is integral to the emotional bond between parents and their children
2. It is only through the conversations between children and their parents that the rules of language are acquired
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The First Six Months
“Motherese”The way parents
interact in a meaningful way with their young babies
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MothereseSome characteristics of the linguistic
forms used by mothers with their young babies:
1. Simple, well-formed, clear linguistic forms
2. High pitch3. Exaggerated stress and
intonation
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Interactions Between Hearing Parents and Their
Deaf BabiesA study by Meadow-Orlans & Steinber
(1993) concluded: Hearing mothers were less likely to use
frequent and postive touch with their deaf infants
Hearing mothers were less sensitive, more intrusive, less flexible, and less consistent in their responses to their deaf infants compared to mothers who were deaf
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The Second Six Months
Evidence of intentional communication
The use of gestures and nonverbal communication
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Parent-Child Interactions During this Period
Parent’s interactions appear more directive than interactive Conversations are rather one-
sided Failure to respond to the child’s
communication behavior
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Preschool Language
Knowledge of schema Facilitates language
development
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Hearing ImpairmentLimits schema
Limited access to family’s use of language
Reduces opportunity for incidental learning
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Relationship Between Hearing Loss and Language Deficit
Linguistic skills vary tremendously due to:
1. Speech understanding2. Benefit from amplification3. Individual learning
characteristics4. Intelligence5. Family communication
styles
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Common Trends
1. Language delay2. Language skill plateau3. Deaf children show evidence of
deviant linguistic forms
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Phonology
Normal but delayedDeaf children show deviant
development
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SyntaxNormal but delayed
Restricted knowledge of word class Restricted knowledge of different
syntactic formsDeaf children show evidence of
deviant syntax
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Morphology and Vocabulary
A study by Moeller (1986):
Peabody Picture Vocabulary Test (PPVT) and Boehme Test of Basic Concepts
Deaf children in a residential program 4-20 years oldPPVT score means were equivalent to normally
hearing 6-8 year olds; little improvement after age 12
Boehme scores of 16-18 year olds equivalent to normally hearing 6-8 year olds
Expressive vocabulary of deaf 4 year olds averaged 150 words
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Morphology and Vocabulary
A study by Davis (1986):
Mild-to-moderate hearing impaired first, second, and third graders (Iowa) mainstreamed in regular classrooms
Boehme scores and PPVT scoresPPVT delay of 1-3 years75% of the sample scored below the 10th
percentile on the Boehme
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Semantics and PragmaticsSemantics
DelayPragmatics
Turn-taking, topic initiation and maintenance
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