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Related Experiment Videos

Deaf children's referential messages to mother.

S MacKay-Soroka, S E Trehub, L A Thorpe

    Child Development
    |April 1, 1987
    PubMed
    Summary

    Bimodal education enhances communication skills in deaf children. Even with greater hearing loss, these children provide clearer messages compared to those in oral programs.

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    Area of Science:

    • Developmental Psychology
    • Linguistics
    • Audiology

    Background:

    • Deaf children's communication abilities are influenced by educational approaches.
    • Oral and bimodal (oral plus sign language) programs represent distinct communication strategies.
    • Assessing message formulation and referential communication is crucial for understanding language development in deaf children.

    Purpose of the Study:

    • To compare the message formulation and referential communication skills of deaf children educated in oral versus bimodal programs.
    • To investigate the impact of educational approach on the clarity and effectiveness of messages conveyed by deaf children.
    • To examine the role of visual processing abilities in the referential communication task.

    Main Methods:

    • Deaf children (6-10 years) from oral or bimodal educational programs participated.
    • Task 1 involved describing a picture for a mother to identify from four options.
    • Task 2 required identifying a studied picture from four related options.

    Main Results:

    • Bimodally educated children produced more differentiated messages than orally educated children, despite greater hearing loss.
    • Bimodal group demonstrated superior message reformulation skills for inadequate initial messages.
    • Mothers of orally educated children received less effective messages but achieved similar referent identification success.
    • Both groups performed near-perfectly on picture recognition, indicating message formulation, not visual processing, was the key differentiator.

    Conclusions:

    • Bimodal education appears to foster more advanced message formulation skills in deaf children.
    • Educational modality significantly impacts the quality of communicative messages produced by deaf children.
    • While message quality differed, successful referent identification was comparable, highlighting the adaptability of communication partners.

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