Concept attainment by deaf and hearing adolescents.

Abstract

The purpose was to investigate concept attainment by deaf and hearing adolescents. There were 30 deaf Ss matched first with 30 hearing Ss on sex, age, and IQ and then with 30 hearing Ss on sex, school achievement, and IQ. All Ss were tested individually on 6 concept problems. The conclusions were: (a) deaf Ss manifest capability equal to hearing Ss in tying together sensory impressions and in making use of these integrated sensory impressions to classify new objects, (b) deaf Ss show greater cautiousness in taking the initial step in problem solving, (c) deaf and hearing Ss proceed in concept attainment tasks by the use of similar strategies.

Research with the deaf: Implications for language and cognition.

“…Covert or inner language is a case in point. It is quite difficult to observe and it is even more difficult Author Templin, 1950Oleron, 1957Furth, 1961aOleron, 1962Kates, Yudin, & Tiffany, 1962Stafford, 1962Ewing, 1942Oleron, 1949;Seifert, 1960Smith, 1952Farrant, 1964Hoefler, 1927McAndrew, 1948;Oleron, 1951Rosenstein, 1960Oleron, 1957Ruasell, 1964Youniss, 1964Furth & Youniss, 1964Vincent, 1957Furth, 1963aFurth, 1964aHeider & Heider, 1940Kates et al, 1961Vincent, 1959Rosenstein, 1960Furth & Milgram, 1965Furth, 1963bBorelli, 1951OlSron & Herren, 1961Furth, 1964bBradshaw, 1964Chuillat & OlSron, 1955O16ron, 1957Seifert, 1960Blair, 1957Olsson, 1963Furth, 1961bMyklebust & Brutten, 1953McKay, 1952Hayes, 1955;Larr, 1956Furth & Mendez, 1963 Performance of deaf compared to hearing Organicity-type to define. It can mean-and really should mean nothing else but-silent verbal language.…”

“…Comparing performance of 38 deaf and 38 hearing children, aged 4-7, with stimulus-discrimination objects of shape, object, color, weight, size, or speed, Oleron observed that from age 5 onward a majority of both groups of children succeeded. Kates, Yudin, and Tiffany (1962) studied attainment of conjunctive concepts by 30 seniors at the Clarke School for the Deaf. The deaf seniors were paired in two ways with hearing controls: on IQ and age or on IQ and scholastic achievement.…”

“…Kates, Kates, Michael, and Walsh (1961) and Kates, Kates, and Michael (1962) employed the Goldstein-Scheerer Sorting Test, a task which was also originally designed to probe into cognitive processes affected by aphasic conditions. The authors, as before (Kates, Yudin, & Tiffany, 1962), worked with a matched sample of deaf seniors and two control groups and an additional group of adult alumni from the Clarke School for the Deaf. While the authors' main concern was a comparison of nonverbal and verbal classificatory behavior and some expected differences were found in verbal performance, no differences were observed on nonverbal performance.…”

The deaf child's conception of physical causality.

“…Similar findings are presented by Varva (19S6) and by O16ron (19S3). More recent studies (Furth, 1961;Kates, Yudin, & Tiffany, 1962;Rosenstein, 1960) ences between deaf and hearing children and that when linguistic factors are equalized cognitive differences are no longer apparent. For a critical review of the literature the reader is referred to Rosenstein (1961).…”

A Survey of Cognition in Handicapped Children

“…For example, Ol6ron (1953) found the deaf deficient in nonverbal abstract functioning as determined by a sorting test, and he concluded that the source of the deficiency was the result of language retardation. On the other hand, Rosenstein (1959) and Kates, Yudin, and Tiffany (1962) found no significant difference between deaf and hearing children in their ability to abstract or generalize when the language requirements of the experiment were within the capacity of the deaf child. Stachyra (1967)…”