Comparison of the Visual Performance of Deaf and Hearing Children and Adults in a Detection Task

Silva-Moreno, Alejandra A.; Sánchez-Marín, Francisco J.

doi:10.1007/s10043-003-0053-4

Cited by 4 publications

(2 citation statements)

References 17 publications

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“…Spatial relations tasks, including the PMA and WJ-III versions, tap individuals’ ability to see component parts as a whole; and the greater an individual’s hearing loss the more they presumably have to depend on vision to identify objects and events in noisy environments (Silva-Moreno & Sanchez-Marin, 2003). That explanation leads to a prediction of an association between performance on spatial relations and embedded figures, a relation found here for both deaf and hearing groups but significant only for the deaf students when other variables were controlled.…”

Section: 1 Discussionmentioning

confidence: 99%

Are deaf students visual learners?

Marschark¹,

Morrison²,

Lukomski³

et al. 2013

Learning and Individual Differences

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It is frequently assumed that by virtue of their hearing losses, deaf students are visual learners. Deaf individuals have some visual-spatial advantages relative to hearing individuals, but most have been are linked to use of sign language rather than auditory deprivation. How such cognitive differences might affect academic performance has been investigated only rarely. This study examined relations among deaf college students’ language and visual-spatial abilities, mathematics problem solving, and hearing thresholds. Results extended some previous findings and clarified others. Contrary to what might be expected, hearing students exhibited visual-spatial skills equal to or better than deaf students. Scores on a Spatial Relations task were associated with better mathematics problem solving. Relations among the several variables, however, suggested that deaf students are no more likely to be visual learners than hearing students and that their visual-spatial skill may be related more to their hearing than to sign language skills.

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Section: 1 Discussionmentioning

confidence: 99%

Are deaf students visual learners?

Marschark¹,

Morrison²,

Lukomski³

et al. 2013

Learning and Individual Differences

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“…Wilson et al (1997) investigated the deaf people's memory and found that they have better spatial memory than people who hear and that perhaps could have an impact on the results of the psychomotor reaction investigation. Alejandra et al (2003) state that deaf people have a better peripheral vision and therefore the reaction may be better than people who hear have. However, our study confirms the opinion of others that the reaction time men who do not go in for sport with hearing impairment in worse than among athletes (Dummer et al, 1996).…”

Section: Discussionmentioning

confidence: 99%

Changes in Psychomotor Reactions and Hemodynamic Parameters during a Six Minute Walking Test for Men with Hearing Impairments

Mickevičienė¹,

Balnys²,

Samėnienė³

et al. 2018

BJSHS

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Background. Lately scientists abroad and in Lithuania have been interested in the peculiarities of motor learning and control. As the recent research shows, psychomotor parameters of persons with disabilities receive much attention from the community. However, we could find only a few scientific papers dealing with the psychomotor peculiarities of the disabled people, deaf people among. Research aim was to evaluate psychomotor reactions and hemodynamic indices of persons with hearing impairments, athletes and male persons who did not go in for sports.Methods. Twenty two young persons with hearing impairments took part in the study. Among them there were deaf players from the national basketball team (age 23.80 ± 2.6 years), (45.5%, n = 10). Persons with hearing impairments who did not go in for sports were in the control group (age 21.75 ± 1.8 years), (54.5%, n = 12). Research was carried out in the Lithuanian Sports University (LSU) using the analyser of dynamic parameters DPA – 1 for human hand and leg movements in the laboratory of motor control.Results. Simple and complex reaction time was statistically different only after physical exercise between athletes with hearing impairments and those who did not go in for sports (p < 0.05). Simple psychomotor reaction time of athletes with inborn and acquired hearing impairments before and after exercise was not statistically significantly different. There were no significant changes in simple and complex reaction time and hemodynamic parameters (double product) of athletes with inborn hearing impairment after the 6-minute walking test.Conclusion. Simple and complex reaction time in athletes with hearing impairment and those who did not go in for sports was statistically different (p < .05) only after physical strain in sportsmen. Having tested simple psychomotor time reaction in deaf persons since birth and those with the acquired hearing impairment before and after exercise we found that there was no significant difference ( p > .05) between them, but the complex reaction time in subjects with acquired hearing impairment before and after exercise was shorter than in persons who were deaf since birth. However, the difference was also not significant (p > .05). There were also no significant changes in simple and complex reaction time and hemodynamic parameters (double product) in athletes who were deaf since birth after the 6 min walking test.

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Visual Performance of Deaf and Hearing Children and Adults, in the Detection of a Moving Stimulus

Silva-Moreno

Sænchez-Marin

2003

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Comparison of the Visual Performance of Deaf and Hearing Children and Adults in a Detection Task

Cited by 4 publications

References 17 publications

Are deaf students visual learners?

Are deaf students visual learners?

Changes in Psychomotor Reactions and Hemodynamic Parameters during a Six Minute Walking Test for Men with Hearing Impairments

Visual Performance of Deaf and Hearing Children and Adults, in the Detection of a Moving Stimulus

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