WHERE IS IT AND WHEN IS IT COMING BACK: A STUDY OF TRACKING AND HIDING WITH DEAF AND HEARING INFANTS.
Item
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Title
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WHERE IS IT AND WHEN IS IT COMING BACK: A STUDY OF TRACKING AND HIDING WITH DEAF AND HEARING INFANTS.
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Identifier
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AAI8611377
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identifier
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8611377
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Creator
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REICH, CAROL F.
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Contributor
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Katherine Nelson
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Date
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1986
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Language
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English
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Publisher
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City University of New York.
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Subject
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Psychology, Developmental | Psychology, Psychobiology
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Abstract
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What are some of the early consequences of genetic deafness? How is information gathered; and does it matter which way it is gathered? These questions were examined by comparing the behavior of deaf and hearing infants on tracking and hiding tasks using an accepted standard as test vehicles: the Uzgiris-Hunt scales. Observations began when the infants were six months of age and continued for a total of six sessions. There were deaf and hearing infants who were either in no-sound or full-sound conditions. A variety of measures were devised in addition to those dictated by the standard scale. Using the standard scale, the performance of the deaf infants were often similar on average to those of the hearing infants. When using the devised measures, differences in performance were observed between the deaf and hearing infants. On the standard scale, most of the deaf infants were scored as "searching the point of disappearance" on a tracking task, unlike the hearing infants who had a variety of strategies. The deaf infants were the fastest to orient to the presence of a toy in their visual field, and were fixed at the end of the track. In addition, both oral and manual/visual exploration remained at a high level for the deaf infants. Thus, some of the observed early consequences of genetic deafness appear to be related to deprivation of auditory information. The lack of information can lead to fixed strategies which may interfere with the deaf infants' ability to detect the arrival of new objects and events. Further, lack of clear auditory information is related to a higher level of exploratory behaviors that may not add critical event information.
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Type
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dissertation
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Source
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PQT Legacy CUNY.xlsx
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degree
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Ph.D.
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Program
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Psychology
