Recognition memory in hearing-impaired children: A levels-of-processing approach

Dillon, Ronna F.; Snowman, Jack; Tzeng, Ovid J.L.

doi:10.1016/0022-0965(80)90110-1

Cited by 1 publication

(2 citation statements)

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“…Educationally, research has shown that even minimal degrees of hearing impairment can have far-reaching effects in terms of reading retardation and delay in other areas of academic achievement (Conrad, 1979; DiFrancesca, 1972). However, psychological investigations from the beginning of the century have failed to determine clearly the effects of auditory deprivation on cognitive processing (Anooshian & Bryan, 1979; Conrad, 1979; Das, 1984; Dillon, Snowman & Tzeng, 1980; Green, 1980; Hanson, 1982; McDaniel, 1980; Mott, 1900; Pintner & Patterson, 1917; Quigley & Kretschmer, 1982).…”

Section: Successivity and Successive Processingmentioning

confidence: 99%

“…Most of these recent studies stem from one or other of the information processing models of cognitive psychology (Quigley & Kretschmer, 1982, p. 62). Good examples are the studies of Conrad (1970Conrad ( , 1973Conrad ( , 1979, Kelly and Tomlinson-Keasey (1976), O'Connor and Hermelin (1972, 1973a, 1973b, 1978, Dillon, Snowman andTzeng (1980), andHanson (1982).…”

Section: Cognitive Processing and Hearing Impairmentmentioning

confidence: 99%

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The effects of auditory deprivation on successive processing.

Cumming¹,

Rodda²

1985

Canadian Journal of Behavioural Science / Revue canadienne des

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This article reviews psychological studies of sequential memory in hearing impaired subjects. Such studies are important for two main reasons. Firstly, deaf students and adults can be viewed as natural experiments. As such, they afford a possible means whereby more might be learned about "normal processors" of information (Conrad, 1979). Secondly, the effects of prelingual auditory deprivation are potentially devastating and have defied psychological and educational interventions (Quigley & Kretschmer, 1982). The present article focuses on successivity and successive processing using the Das, Kirby, and Jarman (1975, 1979) model of cognitive processing. The existing literature is used to provide suggestions about why syntactic processing of English is so difficult for deaf students. The implications are considered for the development of speech and reading English by prelingual profoundly deaf students.

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