Relationship of Language to the Thinking Process

Vernon, McCay

doi:10.1001/archpsyc.1967.01730210065011

Cited by 70 publications

(11 citation statements)

References 24 publications

Supporting

Mentioning

Contrasting

Order By: Relevance

“…This author is in favor of such an opinion and has the impression th a t m any other clinical facts, especially among the aphasics, might substantiate our contention (compare e.g. Vygot sky [99], M cKay Vernon [98]). …”

Section: Poorly Integrated Thought Processessupporting

confidence: 51%

Cluttering

Weiss¹

1967

Folia Phoniatr Logop

View full text Add to dashboard Cite

Section: Poorly Integrated Thought Processessupporting

confidence: 51%

Cluttering

Weiss¹

1967

Folia Phoniatr Logop

View full text Add to dashboard Cite

“…While there were group differences in the extent to which deaf participants could provide verbal labels for different category groupings, these differences disappeared once academic achievement was controlled for (Kates, Kates, Michael, & Walsh, 1961; see also Rosenstein, 1960). For Furth -a researcher known for claiming that deaf cognition fundamentally lacked language (Furth, 1966) -findings such as these indicated that concept processing abilities were intact in people who are deaf, and clearly separable from any difficulties with language (see Vernon, 1967, for a similar conclusion) 15 .…”

Section: Categorisation Research In Deaf Childrenmentioning

confidence: 99%

Verbal problem‐solving in autism spectrum disorders: A problem of plan construction?

Alderson-Day

2011

Autism Research

View full text Add to dashboard Cite

Children with autism spectrum disorders (ASD) adopt less efficient strategies than typically developing controls (TD) on verbal problem-solving tests such as the Twenty Questions Task. This study examined the hypotheses that this can be explained by differences in (i) planning processes or (ii) selective attention. Twenty-two children with ASD and 21 TD controls matched for age (M(age) = 13:7) and cognitive ability (M(FSIQ) = 96.42) were tested on an adapted version of Twenty Questions and two planning tasks. ASD participants could recognize effective questions as well as TD participants on a forced-choice question discrimination task, but were observed to construct plans that were significantly less efficient. ASD performance was also specifically reduced when items could not be physically removed from the testing array, although this effect could be ameliorated by keeping a written record of participant questions during search. These findings indicate that ASD participants are sensitive to the within-task executive demands of Twenty Questions, but that their inefficiency in strategy relates to planning processes and question selection pretask. The implications for understanding ASD problem-solving skills and their impact on everyday functioning are discussed.

show abstract

“…Pintner et al, 1941;Vernon, 1968a], Other factors that might confound the test results include the generally lower socio economic class and vocational status of the deaf [Mindel and Vernon, 1971;Pintner et al, 1941], a greater incidence of emotional problems [Schlesinger and Meadow, 1971], and the difficulties of presenting test instructions to deaf subjects [Vernon, 1967]. A final, essential consideration is that deaf and hearing subjects can most reasonably be compared on per formance scales rather than on verbal scales of mental tests.…”

Section: Cognitive Abilitiesmentioning

confidence: 99%

Psycholinguistic and Educational Implications of Deafness

Bonvillian

Charrow

Nelson³

1973

Human Development

View full text Add to dashboard Cite

The linguistic abilities, cognitive abilities, and educational achievements of the deaf are reviewed. The reviewed indicates three conclusions about the abilities of deaf persons relative to hearing persons: (1) The deaf are not deficient in intellectual competence, thus weaker skills in English and lower educational achievement require other explanations; (2) despite marked deficiencies in using and processing English, a great number of deaf persons can communicate effectively in sign language; (3) similar linguistic abilities underlie effective use of sign language and spoken language, a conclusion supported by analyses of both sign language structure and the acquisition of sign language by young deaf children. Increased use of sign language in educating the deaf is recommended.

show abstract

Relationship of Language to the Thinking Process

Cited by 70 publications

References 24 publications

Cluttering

Cluttering

Verbal problem‐solving in autism spectrum disorders: A problem of plan construction?

Psycholinguistic and Educational Implications of Deafness

Contact Info

Product

Resources

About