Deaf Children's Referential Messages to Mother

Deaf children 6-10 years of age, from oral or bimodal educational programs, were tested in 2 tasks. In the first, they were required to describe a designated picture from a set of 4 pictures so that their mother could identify the intended referent from the 4 alternatives. In the second, they studie...

Full description

Saved in:
Bibliographic Details
Published in:Child development 1987-04, Vol.58 (2), p.385-394
Main Authors: MacKay-Soroka, Sherri, Trehub, Sandra E., Thorpe, Leigh A.
Format: Article
Language:English
Subjects:
Auditory perception
Biological and medical sciences
Child
Child, Preschool
Children
Communication Methods, Total
Communication skills
Deafness
Deafness - rehabilitation
Dyadic relations
Feedback
Female
Fundamental and applied biological sciences. Psychology
Handicap
Humans
Language
Mother-Child Relations
Mothers
Preschool children
Psychology and medicine
Psychology. Psychoanalysis. Psychiatry
Psychology. Psychophysiology
Referents
Rehabilitation
Sign languages
Speech
Citations: Items that cite this one
Online Access:Get full text
Tags: Add Tag
No Tags, Be the first to tag this record!
cited_by cdi_FETCH-LOGICAL-c325t-e0e7e20306c8c83f9eae7fe071146525af17d6db518542461ab9b7e361b5c0803
cites
container_end_page 394
container_issue 2
container_start_page 385
container_title Child development
container_volume 58
creator MacKay-Soroka, Sherri
Trehub, Sandra E.
Thorpe, Leigh A.
description Deaf children 6-10 years of age, from oral or bimodal educational programs, were tested in 2 tasks. In the first, they were required to describe a designated picture from a set of 4 pictures so that their mother could identify the intended referent from the 4 alternatives. In the second, they studied a single picture and were subsequently required to identify it from a set of 4 related pictures. Despite greater hearing loss, bimodally educated children provided more differentiated messages than did orally educated children. Bimodally educated children also provided better reformulations of messages that were initially inadequate. Although mothers of orally educated children received inferior messages, they were as successful at selecting the correct referent as were mothers of bimodally educated children. Both groups of deaf children performed at near perfect levels on the picture recognition task, suggesting that performance differences were attributable to differential message formulation skill as opposed to differential visual processing of the referential array.
doi_str_mv 10.2307/1130515
format article
fullrecord <record><control><sourceid>jstor_proqu</sourceid><recordid>TN_cdi_proquest_miscellaneous_77439076</recordid><sourceformat>XML</sourceformat><sourcesystem>PC</sourcesystem><jstor_id>1130515</jstor_id><sourcerecordid>1130515</sourcerecordid><originalsourceid>FETCH-LOGICAL-c325t-e0e7e20306c8c83f9eae7fe071146525af17d6db518542461ab9b7e361b5c0803</originalsourceid><addsrcrecordid>eNqF0FtLwzAUB_AgypwX_ARCQXFPnbk0t0eZV9gQRJ9Lmp64jq6dSfvgtzeyMkEQn5Jwfpxz8kfojOApZVheE8IwJ3wPjUkmZKoEzfbRGGOsU6YpPkRHIazikwrNRmjEFNVSZWM0vQXjktmyqksPzSQkL-Ag3rrK1MkCQjDvEJKuTRZttwR_gg6cqQOcDucxeru_e509pvPnh6fZzTy1jPIuBQwSKGZYWGUVcxoMSAdYkrgdp9w4IktRFpwontFMEFPoQgITpOAWK8yO0dW278a3Hz2ELl9XwUJdmwbaPuRSZkxjKf6FXBGq4swIL37BVdv7Jn4iJ1QLKhXlMqrJVlnfhuDB5RtfrY3_zAnOv4POh6CjPB_69cUayp0bko31y6FugjW186axVdgxRQUlgvywVeha_-e0L2CSi30</addsrcrecordid><sourcetype>Aggregation Database</sourcetype><iscdi>true</iscdi><recordtype>article</recordtype><pqid>1296278257</pqid></control><display><type>article</type><title>Deaf Children's Referential Messages to Mother</title><source>EBSCOhost MLA International Bibliography With Full Text</source><source>JSTOR Archival Journals and Primary Sources Collection</source><source>Linguistics and Language Behavior Abstracts (LLBA)</source><creator>MacKay-Soroka, Sherri ; Trehub, Sandra E. ; Thorpe, Leigh A.</creator><creatorcontrib>MacKay-Soroka, Sherri ; Trehub, Sandra E. ; Thorpe, Leigh A.</creatorcontrib><description>Deaf children 6-10 years of age, from oral or bimodal educational programs, were tested in 2 tasks. In the first, they were required to describe a designated picture from a set of 4 pictures so that their mother could identify the intended referent from the 4 alternatives. In the second, they studied a single picture and were subsequently required to identify it from a set of 4 related pictures. Despite greater hearing loss, bimodally educated children provided more differentiated messages than did orally educated children. Bimodally educated children also provided better reformulations of messages that were initially inadequate. Although mothers of orally educated children received inferior messages, they were as successful at selecting the correct referent as were mothers of bimodally educated children. Both groups of deaf children performed at near perfect levels on the picture recognition task, suggesting that performance differences were attributable to differential message formulation skill as opposed to differential visual processing of the referential array.</description><identifier>ISSN: 0009-3920</identifier><identifier>EISSN: 1467-8624</identifier><identifier>DOI: 10.2307/1130515</identifier><identifier>PMID: 3829784</identifier><identifier>CODEN: CHDEAW</identifier><language>eng</language><publisher>Malden, MA: University of Chicago Press</publisher><subject>Auditory perception ; Biological and medical sciences ; Child ; Child, Preschool ; Children ; Communication Methods, Total ; Communication skills ; Deafness ; Deafness - rehabilitation ; Dyadic relations ; Feedback ; Female ; Fundamental and applied biological sciences. Psychology ; Handicap ; Humans ; Language ; Mother-Child Relations ; Mothers ; Preschool children ; Psychology and medicine ; Psychology. Psychoanalysis. Psychiatry ; Psychology. Psychophysiology ; Referents ; Rehabilitation ; Sign languages ; Speech</subject><ispartof>Child development, 1987-04, Vol.58 (2), p.385-394</ispartof><rights>Copyright 1987 The Society for Research in Child Development, Inc.</rights><rights>1987 INIST-CNRS</rights><lds50>peer_reviewed</lds50><woscitedreferencessubscribed>false</woscitedreferencessubscribed><citedby>FETCH-LOGICAL-c325t-e0e7e20306c8c83f9eae7fe071146525af17d6db518542461ab9b7e361b5c0803</citedby></display><links><openurl>$$Topenurl_article</openurl><openurlfulltext>$$Topenurlfull_article</openurlfulltext><thumbnail>$$Tsyndetics_thumb_exl</thumbnail><linktopdf>$$Uhttps://www.jstor.org/stable/pdf/1130515$$EPDF$$P50$$Gjstor$$H</linktopdf><linktohtml>$$Uhttps://www.jstor.org/stable/1130515$$EHTML$$P50$$Gjstor$$H</linktohtml><link.rule.ids>314,777,781,27905,27906,31251,58219,58452</link.rule.ids><backlink>$$Uhttp://pascal-francis.inist.fr/vibad/index.php?action=getRecordDetail&amp;idt=8262161$$DView record in Pascal Francis$$Hfree_for_read</backlink><backlink>$$Uhttps://www.ncbi.nlm.nih.gov/pubmed/3829784$$D View this record in MEDLINE/PubMed$$Hfree_for_read</backlink></links><search><creatorcontrib>MacKay-Soroka, Sherri</creatorcontrib><creatorcontrib>Trehub, Sandra E.</creatorcontrib><creatorcontrib>Thorpe, Leigh A.</creatorcontrib><title>Deaf Children's Referential Messages to Mother</title><title>Child development</title><addtitle>Child Dev</addtitle><description>Deaf children 6-10 years of age, from oral or bimodal educational programs, were tested in 2 tasks. In the first, they were required to describe a designated picture from a set of 4 pictures so that their mother could identify the intended referent from the 4 alternatives. In the second, they studied a single picture and were subsequently required to identify it from a set of 4 related pictures. Despite greater hearing loss, bimodally educated children provided more differentiated messages than did orally educated children. Bimodally educated children also provided better reformulations of messages that were initially inadequate. Although mothers of orally educated children received inferior messages, they were as successful at selecting the correct referent as were mothers of bimodally educated children. Both groups of deaf children performed at near perfect levels on the picture recognition task, suggesting that performance differences were attributable to differential message formulation skill as opposed to differential visual processing of the referential array.</description><subject>Auditory perception</subject><subject>Biological and medical sciences</subject><subject>Child</subject><subject>Child, Preschool</subject><subject>Children</subject><subject>Communication Methods, Total</subject><subject>Communication skills</subject><subject>Deafness</subject><subject>Deafness - rehabilitation</subject><subject>Dyadic relations</subject><subject>Feedback</subject><subject>Female</subject><subject>Fundamental and applied biological sciences. Psychology</subject><subject>Handicap</subject><subject>Humans</subject><subject>Language</subject><subject>Mother-Child Relations</subject><subject>Mothers</subject><subject>Preschool children</subject><subject>Psychology and medicine</subject><subject>Psychology. Psychoanalysis. Psychiatry</subject><subject>Psychology. Psychophysiology</subject><subject>Referents</subject><subject>Rehabilitation</subject><subject>Sign languages</subject><subject>Speech</subject><issn>0009-3920</issn><issn>1467-8624</issn><fulltext>true</fulltext><rsrctype>article</rsrctype><creationdate>1987</creationdate><recordtype>article</recordtype><sourceid>7T9</sourceid><recordid>eNqF0FtLwzAUB_AgypwX_ARCQXFPnbk0t0eZV9gQRJ9Lmp64jq6dSfvgtzeyMkEQn5Jwfpxz8kfojOApZVheE8IwJ3wPjUkmZKoEzfbRGGOsU6YpPkRHIazikwrNRmjEFNVSZWM0vQXjktmyqksPzSQkL-Ag3rrK1MkCQjDvEJKuTRZttwR_gg6cqQOcDucxeru_e509pvPnh6fZzTy1jPIuBQwSKGZYWGUVcxoMSAdYkrgdp9w4IktRFpwontFMEFPoQgITpOAWK8yO0dW278a3Hz2ELl9XwUJdmwbaPuRSZkxjKf6FXBGq4swIL37BVdv7Jn4iJ1QLKhXlMqrJVlnfhuDB5RtfrY3_zAnOv4POh6CjPB_69cUayp0bko31y6FugjW186axVdgxRQUlgvywVeha_-e0L2CSi30</recordid><startdate>19870401</startdate><enddate>19870401</enddate><creator>MacKay-Soroka, Sherri</creator><creator>Trehub, Sandra E.</creator><creator>Thorpe, Leigh A.</creator><general>University of Chicago Press</general><general>Blackwell</general><general>University of Chicago Press for the Society for Research in Child Development, etc</general><scope>IQODW</scope><scope>CGR</scope><scope>CUY</scope><scope>CVF</scope><scope>ECM</scope><scope>EIF</scope><scope>NPM</scope><scope>AAYXX</scope><scope>CITATION</scope><scope>FIXVA</scope><scope>FKUCP</scope><scope>IOIBA</scope><scope>K30</scope><scope>PAAUG</scope><scope>PAWHS</scope><scope>PAWZZ</scope><scope>PAXOH</scope><scope>PBHAV</scope><scope>PBQSW</scope><scope>PBYQZ</scope><scope>PCIWU</scope><scope>PCMID</scope><scope>PCZJX</scope><scope>PDGRG</scope><scope>PDWWI</scope><scope>PETMR</scope><scope>PFVGT</scope><scope>PGXDX</scope><scope>PIHIL</scope><scope>PISVA</scope><scope>PJCTQ</scope><scope>PJTMS</scope><scope>PLCHJ</scope><scope>PMHAD</scope><scope>PNQDJ</scope><scope>POUND</scope><scope>PPLAD</scope><scope>PQAPC</scope><scope>PQCAN</scope><scope>PQCMW</scope><scope>PQEME</scope><scope>PQHKH</scope><scope>PQMID</scope><scope>PQNCT</scope><scope>PQNET</scope><scope>PQSCT</scope><scope>PQSET</scope><scope>PSVJG</scope><scope>PVMQY</scope><scope>PZGFC</scope><scope>7T9</scope><scope>7X8</scope></search><sort><creationdate>19870401</creationdate><title>Deaf Children's Referential Messages to Mother</title><author>MacKay-Soroka, Sherri ; Trehub, Sandra E. ; Thorpe, Leigh A.</author></sort><facets><frbrtype>5</frbrtype><frbrgroupid>cdi_FETCH-LOGICAL-c325t-e0e7e20306c8c83f9eae7fe071146525af17d6db518542461ab9b7e361b5c0803</frbrgroupid><rsrctype>articles</rsrctype><prefilter>articles</prefilter><language>eng</language><creationdate>1987</creationdate><topic>Auditory perception</topic><topic>Biological and medical sciences</topic><topic>Child</topic><topic>Child, Preschool</topic><topic>Children</topic><topic>Communication Methods, Total</topic><topic>Communication skills</topic><topic>Deafness</topic><topic>Deafness - rehabilitation</topic><topic>Dyadic relations</topic><topic>Feedback</topic><topic>Female</topic><topic>Fundamental and applied biological sciences. Psychology</topic><topic>Handicap</topic><topic>Humans</topic><topic>Language</topic><topic>Mother-Child Relations</topic><topic>Mothers</topic><topic>Preschool children</topic><topic>Psychology and medicine</topic><topic>Psychology. Psychoanalysis. Psychiatry</topic><topic>Psychology. Psychophysiology</topic><topic>Referents</topic><topic>Rehabilitation</topic><topic>Sign languages</topic><topic>Speech</topic><toplevel>peer_reviewed</toplevel><toplevel>online_resources</toplevel><creatorcontrib>MacKay-Soroka, Sherri</creatorcontrib><creatorcontrib>Trehub, Sandra E.</creatorcontrib><creatorcontrib>Thorpe, Leigh A.</creatorcontrib><collection>Pascal-Francis</collection><collection>Medline</collection><collection>MEDLINE</collection><collection>MEDLINE (Ovid)</collection><collection>MEDLINE</collection><collection>MEDLINE</collection><collection>PubMed</collection><collection>CrossRef</collection><collection>Periodicals Index Online Segment 03</collection><collection>Periodicals Index Online Segment 04</collection><collection>Periodicals Index Online Segment 29</collection><collection>Periodicals Index Online</collection><collection>Primary Sources Access—Foundation Edition (Plan E) - West</collection><collection>Primary Sources Access (Plan D) - International</collection><collection>Primary Sources Access &amp; Build (Plan A) - MEA</collection><collection>Primary Sources Access—Foundation Edition (Plan E) - Midwest</collection><collection>Primary Sources Access—Foundation Edition (Plan E) - Northeast</collection><collection>Primary Sources Access (Plan D) - Southeast</collection><collection>Primary Sources Access (Plan D) - North Central</collection><collection>Primary Sources Access—Foundation Edition (Plan E) - Southeast</collection><collection>Primary Sources Access (Plan D) - South Central</collection><collection>Primary Sources Access &amp; Build (Plan A) - UK / I</collection><collection>Primary Sources Access (Plan D) - Canada</collection><collection>Primary Sources Access (Plan D) - EMEALA</collection><collection>Primary Sources Access—Foundation Edition (Plan E) - North Central</collection><collection>Primary Sources Access—Foundation Edition (Plan E) - South Central</collection><collection>Primary Sources Access &amp; Build (Plan A) - International</collection><collection>Primary Sources Access—Foundation Edition (Plan E) - International</collection><collection>Primary Sources Access (Plan D) - West</collection><collection>Periodicals Index Online Segments 1-50</collection><collection>Primary Sources Access (Plan D) - APAC</collection><collection>Primary Sources Access (Plan D) - Midwest</collection><collection>Primary Sources Access (Plan D) - MEA</collection><collection>Primary Sources Access—Foundation Edition (Plan E) - Canada</collection><collection>Primary Sources Access—Foundation Edition (Plan E) - UK / I</collection><collection>Primary Sources Access—Foundation Edition (Plan E) - EMEALA</collection><collection>Primary Sources Access &amp; Build (Plan A) - APAC</collection><collection>Primary Sources Access &amp; Build (Plan A) - Canada</collection><collection>Primary Sources Access &amp; Build (Plan A) - West</collection><collection>Primary Sources Access &amp; Build (Plan A) - EMEALA</collection><collection>Primary Sources Access (Plan D) - Northeast</collection><collection>Primary Sources Access &amp; Build (Plan A) - Midwest</collection><collection>Primary Sources Access &amp; Build (Plan A) - North Central</collection><collection>Primary Sources Access &amp; Build (Plan A) - Northeast</collection><collection>Primary Sources Access &amp; Build (Plan A) - South Central</collection><collection>Primary Sources Access &amp; Build (Plan A) - Southeast</collection><collection>Primary Sources Access (Plan D) - UK / I</collection><collection>Primary Sources Access—Foundation Edition (Plan E) - APAC</collection><collection>Primary Sources Access—Foundation Edition (Plan E) - MEA</collection><collection>Linguistics and Language Behavior Abstracts (LLBA)</collection><collection>MEDLINE - Academic</collection><jtitle>Child development</jtitle></facets><delivery><delcategory>Remote Search Resource</delcategory><fulltext>fulltext</fulltext></delivery><addata><au>MacKay-Soroka, Sherri</au><au>Trehub, Sandra E.</au><au>Thorpe, Leigh A.</au><format>journal</format><genre>article</genre><ristype>JOUR</ristype><atitle>Deaf Children's Referential Messages to Mother</atitle><jtitle>Child development</jtitle><addtitle>Child Dev</addtitle><date>1987-04-01</date><risdate>1987</risdate><volume>58</volume><issue>2</issue><spage>385</spage><epage>394</epage><pages>385-394</pages><issn>0009-3920</issn><eissn>1467-8624</eissn><coden>CHDEAW</coden><abstract>Deaf children 6-10 years of age, from oral or bimodal educational programs, were tested in 2 tasks. In the first, they were required to describe a designated picture from a set of 4 pictures so that their mother could identify the intended referent from the 4 alternatives. In the second, they studied a single picture and were subsequently required to identify it from a set of 4 related pictures. Despite greater hearing loss, bimodally educated children provided more differentiated messages than did orally educated children. Bimodally educated children also provided better reformulations of messages that were initially inadequate. Although mothers of orally educated children received inferior messages, they were as successful at selecting the correct referent as were mothers of bimodally educated children. Both groups of deaf children performed at near perfect levels on the picture recognition task, suggesting that performance differences were attributable to differential message formulation skill as opposed to differential visual processing of the referential array.</abstract><cop>Malden, MA</cop><pub>University of Chicago Press</pub><pmid>3829784</pmid><doi>10.2307/1130515</doi><tpages>10</tpages></addata></record>
fulltext fulltext
identifier ISSN: 0009-3920
ispartof Child development, 1987-04, Vol.58 (2), p.385-394
issn 0009-3920
1467-8624
language eng
recordid cdi_proquest_miscellaneous_77439076
source EBSCOhost MLA International Bibliography With Full Text; JSTOR Archival Journals and Primary Sources Collection; Linguistics and Language Behavior Abstracts (LLBA)
subjects Auditory perception
Biological and medical sciences
Child
Child, Preschool
Children
Communication Methods, Total
Communication skills
Deafness
Deafness - rehabilitation
Dyadic relations
Feedback
Female
Fundamental and applied biological sciences. Psychology
Handicap
Humans
Language
Mother-Child Relations
Mothers
Preschool children
Psychology and medicine
Psychology. Psychoanalysis. Psychiatry
Psychology. Psychophysiology
Referents
Rehabilitation
Sign languages
Speech
title Deaf Children's Referential Messages to Mother
url http://sfxeu10.hosted.exlibrisgroup.com/loughborough?ctx_ver=Z39.88-2004&ctx_enc=info:ofi/enc:UTF-8&ctx_tim=2025-01-19T23%3A19%3A49IST&url_ver=Z39.88-2004&url_ctx_fmt=infofi/fmt:kev:mtx:ctx&rfr_id=info:sid/primo.exlibrisgroup.com:primo3-Article-jstor_proqu&rft_val_fmt=info:ofi/fmt:kev:mtx:journal&rft.genre=article&rft.atitle=Deaf%20Children's%20Referential%20Messages%20to%20Mother&rft.jtitle=Child%20development&rft.au=MacKay-Soroka,%20Sherri&rft.date=1987-04-01&rft.volume=58&rft.issue=2&rft.spage=385&rft.epage=394&rft.pages=385-394&rft.issn=0009-3920&rft.eissn=1467-8624&rft.coden=CHDEAW&rft_id=info:doi/10.2307/1130515&rft_dat=%3Cjstor_proqu%3E1130515%3C/jstor_proqu%3E%3Cgrp_id%3Ecdi_FETCH-LOGICAL-c325t-e0e7e20306c8c83f9eae7fe071146525af17d6db518542461ab9b7e361b5c0803%3C/grp_id%3E%3Coa%3E%3C/oa%3E%3Curl%3E%3C/url%3E&rft_id=info:oai/&rft_pqid=1296278257&rft_id=info:pmid/3829784&rft_jstor_id=1130515&rfr_iscdi=true