Imagery and learning in deaf and hearing children

MacDougall, James C.; Rabinovitch, M. Sam

doi:10.3758/bf03332615

Cited by 5 publications

(4 citation statements)

References 14 publications

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Section: Terminologymentioning

confidence: 99%

“…Rats and Mice: Avoiding Lived Experience I did ultimately do my master's thesis on paired associate learning with both oral and signing students (J. C. MacDougall & Rabinovitch, 1971). That was my first unsuccessful attempt at resolving the oralmanual dispute.…”

Section: Deafness Conceived As Sensory Deprivation Inmentioning

confidence: 99%

“…Here, I was back to involvement with deaf children and the deaf community. This led me to complete my own study of short-term memory and the deaf, since it was evident that I was welcome to do research at the school (J. C. MacDougall & Rabinovitch, 1971). However, in spite of this, I do remember being very resistant to the idea that I would somehow specialize in teaching, applied research, or even clinical work in the field of deafness.…”

Section: Back To the Study Of Deaf Humansmentioning

confidence: 99%

“…I did ultimately do my master’s thesis on paired associate learning with both oral and signing students (J. C. MacDougall & Rabinovitch, 1971).…”

Section: Terminologymentioning

confidence: 99%

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Dialogue with the deaf: The future role of psychology.

MacDougall¹

2022

Canadian Psychology / Psychologie canadienne

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As a child of deaf adults (CODA), this article traces my journey in the field of psychology and deafness, and points the way to developing a more culturally and socially responsive psychology that will be fully inclusive for deaf people. My lived experience as a CODA and the long-standing tension between the scientific, clinical, and applied aspects of psychology are described in detail. I document the early misguided conceptions about deafness which permeated my own career path involving psychology, research, teaching, administration, and advocacy. A major focus of this article is with the enduring harm that has been caused by the oral–manual debate concerning the role of hearing, speech, and sign language in the education of deaf children. I urge psychologists to contribute to the resolution of this destructive controversy. From a scientific and clinical point of view, psychologists are uniquely qualified to gather evidence and apply best practice concerning the role of various communication modalities during the early development of deaf children. In the context of equity, diversity, and inclusion and recent human rights legislation, it is of paramount importance to recruit and support students, faculty, and professionals who are themselves Deaf. This will include a commitment to intersectionality that will ensure that Deaf persons who identify with diverse ethnic groups and identities are well represented.

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Section: Terminologymentioning

confidence: 99%

Section: Deafness Conceived As Sensory Deprivation Inmentioning

confidence: 99%

Section: Back To the Study Of Deaf Humansmentioning

confidence: 99%

“…I did ultimately do my master’s thesis on paired associate learning with both oral and signing students (J. C. MacDougall & Rabinovitch, 1971).…”

Section: Terminologymentioning

confidence: 99%

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Dialogue with the deaf: The future role of psychology.

MacDougall¹

2022

Canadian Psychology / Psychologie canadienne

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The education of the deaf in Canada: An update.

MacDougall¹

1979

Canadian Psychological Review / Psychologie Canadienne

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The relationship between recent advances in Psychology and developments in the field of Deaf Education are discussed. It is maintained that the long standing controversy concerning the appropriate methodology for communicating with profoundly deaf children has now been resolved. Cognitive studies done by Furth and his associates (1973) and Conrad (1970); studies of Sign Language and Sign Language acquisition (Bellugi & Klima, 1972; Circourel & Boese, 1973; and Stokoe, 1965); Primate Communication studies (Gardner & Gardner, 1969; Premack & Premack, 1974), and studies of educational methodologies (Vernon & Koh, 1970; Moores, Weiss & Goodwin, 1975) have all directly and indirectly pointed to the legitimacy of Sign Language as a major component in the communication system to be used with deaf children. The postive interaction between Experimental Psychology and this rather unique field of Special Education can be expected to grow and develop in the future.

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