Short-Term Recall of Visually Presented Additive and Nonadditive Digital Material by Deaf and Hearing Subjects

Kool, Vk; Pathak, Khanindra; Singh, Sukhwinder

doi:10.1080/00221309.1983.9711474

Cited by 2 publications

(2 citation statements)

References 8 publications

Supporting

Mentioning

Contrasting

Order By: Relevance

“…Short term recall of digits recollects all digital words in the same numerical modality of cortex. It was demonstrated that short-term recall of visually presented additive and nonadditive digital materials were performed similarly in deaf and normal subjects [27], indicating modality specificity in cortical processing. In this situation, the digital sentence manifested the same in visual cortical modality as individual digits without affected by the auditory cortex.…”

Section: A New Semantic/syntactic/episodic Model Of Language To Extenmentioning

confidence: 95%

Semantic Memory Association, Procedural Grammar Syntax and Episodic Modality Coordination as Three Interactive Neural Processes Organizing Language: A Model

Cai¹

2015

OALib

View full text Add to dashboard Cite

In the declarative/procedural model of language, it assumes the semantic words as declarative memories while the grammatical syntax as procedural rules, whereas it is herein suggested that different words associate with different cortical modalities, so that it is necessary to consider the modality coordination of words episodic in meanings in sentences. In evidence, stuttering is intact on grammar but impaired on fluency, so that the dopaminergic system, with antagonists alleviating and genes phenotyping stuttering, may involve linguistic modality disorganization. Reversely, the gamma band correlates with word congruency, so that the cholinergic projections may help cortical modality coordination. There are present discourse deficits, so that story narration also requires cortical modality coordination. In these respects, semantic memory association, procedural grammar syntax and episodic modality coordination interact to organize language from word to sentence to story, so that it herein extends the present declarative/procedural model underlying two kinds of neural processes to semantic/syntactic/episodic model of three kinds of neural processes for depiction and simulation of language.

show abstract

Section: A New Semantic/syntactic/episodic Model Of Language To Extenmentioning

confidence: 95%

Semantic Memory Association, Procedural Grammar Syntax and Episodic Modality Coordination as Three Interactive Neural Processes Organizing Language: A Model

Cai¹

2015

OALib

View full text Add to dashboard Cite

show abstract

“…If visual perception testing is included as part of an LDHI assessment, it may be useful to consider the research that suggests differences in the way non-LD hearing and deaf subjects remember visually presented information (e.g., Kool, Pathak, & Singh, 1983). Other studies, however, indicate that fewer differences remain when the role of language is reduced and the examiner is able to communicate in sign language.…”

Section: Formal Assessmentmentioning

confidence: 99%

Students with Learning Disabilities and Hearing Impairment

Roth

1991

J Learn Disabil

View full text Add to dashboard Cite

Although the number of students with both learning disability and hearing impairment (LDHI) currently enrolled in secondary and postsecondary programs has not been precisely determined, it is clear that these students are currently receiving inadequate assessment and support in many institutions. The best route for serving these students would seem to be collaborative efforts between deaf educators and learning disabilities specialists, yet serious gaps exist between these two professions in regard to interpretation of laws governing special services, training of professionals, and locations of educational programs. The difficulties of developing collaborative work have been compounded by controversies within each field and the heterogeneity of the populations served by both disciplines. Those interested in creating good LDHI assessments should begin by considering the qualifications needed by those conducting evaluation procedures. The inadequacies of current formal assessment devices for this population need to be recognized; informal procedures, such as teacher observation and curriculum-based assessments, are still some of the best tools available for identification and educational planning.

show abstract

Short-Term Recall of Visually Presented Additive and Nonadditive Digital Material by Deaf and Hearing Subjects

Cited by 2 publications

References 8 publications

Semantic Memory Association, Procedural Grammar Syntax and Episodic Modality Coordination as Three Interactive Neural Processes Organizing Language: A Model

Semantic Memory Association, Procedural Grammar Syntax and Episodic Modality Coordination as Three Interactive Neural Processes Organizing Language: A Model

Students with Learning Disabilities and Hearing Impairment

Contact Info

Product

Resources

About