The aim of these two experiments was to gain systematic data on the amount of loudness summation measured for dual-electrode stimuli with varying temporal and spatial separation of current pulses. Loudness summation is important in the implementation of speech processing strategies for implantees. However, the loudness mapping functions used in current speech processors utilize psychophysical data (thresholds and comfortable loudness levels) derived using single-electrode stimuli, and do not take into account the temporal and spatial patterns of the speech processor output. In the first experiment, the current reduction required to equalize the loudness of a dual-electrode stimulus to that of its component (and equally loud) single-electrode stimuli was measured for three electrode separations (0.75, 2.25, and 7.5 mm), three repetition rates (250, 500, and 1000 Hz), and two loudness levels (comfortably loud, and mid-dynamic range). It was found that electrode separation had little effect on loudness summation, except for interactions with level and rate effects at the smallest separation. More current adjustment (in dB) was required for higher rates and lower levels of stimulation. The second experiment investigated the effects of mode (monopolar versus bipolar) and pulse duration on loudness summation. More current adjustment was required in bipolar mode than in monopolar mode at the lower level only. The main effects in both experiments, and their interactions, are consistent with a loudness model in which the neural excitation density is first obtained by temporal integration of excitation at each cochlear place, then converted to specific loudness via a nonlinear relationship, and finally integrated over cochlear place to obtain the loudness. The two important features which affect the loudness relationships in dual-electrode stimulation in this model are the shape of the excitation density function and the amount by which the neural spike probability per pulse is reduced in areas of overlapping excitation due to refractory effects.

The internal use of language during problem solving is considered to play a key role in executive functioning. This role provides a means for self-reflection and self-questioning during the formation of rules and plans and a capacity to control and monitor behavior during problem-solving activity. Given that increasingly sophisticated language is required for effective executive functioning as an individual matures, it is likely that students with poor language abilities will have difficulties performing complex problem-solving tasks. The aim of this study was to investigate the relationship between language ability and verbal and nonverbal executive functioning in a group of deaf students who communicate using spoken English, as measured by their performance on two standardized tests of executive function: the Delis-Kaplan Executive Function System (D-KEFS) 20 Questions Test and the D-KEFS Tower Test. Expressive language ability accounted for more than 40% of variability in performance on the D-KEFS 20 Questions Test. There was no significant relationship between language ability and performance on the D-KEFS Tower Test. There was no relationship between language ability and familiarity with the specific problem-solving strategies of both D-KEFS Tests. Implications of the findings are discussed.

The known heterogeneity within the Australian deaf child and adolescent population with respect to preferred mode of communication has important implications not only for the appropriate selection and use of psychiatric instruments in assessing child and adolescent mental health but also for the accurate reporting of the prevalence and nature of mental health problems within this population.

Equity of service delivery to families of children with hearing loss is an important outcome that is sometimes diffi cult to achieve. With the current philosophy of family centred practice, questions arise as to how service can be delivered, how equitable that service might be, and how the quality of service may or may not be affected. There were two aims of this study. The fi rst was to investigate beliefs and values around family-centred practice through examining professional beliefs about children, parents and how they could work with families. The second was to investigate how the mode of programme delivery might be associated with outcomes for families. This was done through measuring families' ratings of their own family functioning. Participants included 27 professionals from an early intervention programme for children with hearing loss and 24 families receiving services from the same programme (n = 16 metro; n = 8 rural). Results showed that professionals showed evidence of strong beliefs in most aspects of family-centred practice. They reported that they believed in practice that fostered partnerships, and that they were most effective when they worked with parents rather than directly providing child therapy. All families were satisfi ed with the intervention they had received and rated themselves highly on family functioning. For rural families the problem of distance from the centre was not an issue since the programme had adopted a fl exible service delivery approach. Copyright Note: M = metropolitan; R = rural; HA = hearing aid; CI = cochlear implant; md = missing data (parent did not complete this item). Brown and Remine 218warm and nurturing environment, communication with the child, socialising the child, confi dence and self-esteem, independence and decision-making. For the current study, the responses to these family functioning items were coded from 1 to 3 on the strength of the family's beliefs. The section on how the early intervention programme had helped them focused on how information had been given to the parents and ways they had been helped. These included general helping strategies, coping with change, supporting the whole family, communication with and about the child, socialisation of the child, and developing confi dence. Further items focused on the parents' sense of partnership with professionals and decision-making. Coding of responses was as follows: 1 = not enough, 2 = just about right and 3 = too much. In addition to this, a short interview was conducted with each parent in group R.Data were analysed by frequency of response for the professional questionnaire and initially for the parent questionnaire. Secondly, comparisons were made for all items on the parent questionnaire between the metropolitan and rural groups using Chi square analyses. Interviews conducted with the R group were audiotaped, transcribed and analysed for thematic content. RESULTS Professional beliefs