ERIC Number: ED033514
Record Type: RIE
Publication Date: 1969
Reference Count: N/A
Verbal Behavior of the Deaf Child: Studies of Word Meanings and Associations. TC Series in Special Education.
Rosenstein, Joseph, Ed.; MacGinitie, Walter H., Ed.
Results are reported of five studies of word meanings and associations of the deaf child. Subjects from two oral schools for the deaf and a group of normally hearing students were given a word association test. The generally higher same form class responses of subjects from oral school B were thought to reflect their language instruction which emphasized grammatical structure. On a continuous association task, deaf children performed relatively well compared to a standard for hearing children in grade 7. On a test of written meanings, results revealed that deaf children used more associations in defining than hearing children, and they gave fewer adequate definitions. Another investigation showed that the two groups of deaf children were less able than the hearing to identify synonyms and associations correctly. In a study of alternative word meanings, the item context had essentially no effect on the performance of deaf subjects while the performance of hearing subjects was depressed by misleading contexts. The overall results showed the deaf to be deficient in verbal association in comparison to the hearing and showed a lack of improvement with age in the deaf groups. It was suggested that verbal achievement and behavior patterns of the deaf be studied without continuous comparison with the hearing. (RJ)
Descriptors: Age Differences, Association (Psychology), Associative Learning, Exceptional Child Research, Hearing Impairments, Language Ability, Paired Associate Learning, Testing, Vocabulary Skills, Word Recognition
Teachers College Press, Columbia University, 525 West 120th Street, New York, N. Y. 10027.
Publication Type: N/A
Education Level: N/A
Authoring Institution: N/A