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Call number: LD2668 .T4 1951 W38 / Master of Science

M.Com. (Informatics) / Please refer to full text to view abstract

M.Com. / Please refer to full text to view abstract

Research regarding language and communication modality in deaf or hard of hearing children and their parents is limited. Previous research often considered modality as any visual, gestural, or tactile communication, rather than distinct languages of different modalities. This study examined language and communication modality in hearing parents who have made a commitment to learning American Sign Language (ASL) and who use both ASL and spoken English to communicate with their deaf or hard of hearing children. Nine hearing parents and their deaf/hard of hearing children participated in naturalistic play sessions. The play sessions were recorded and transcribed for ASL, spoken English, and communicative interactions. Analysis of results indicated a positive correlation between the amount of ASL (tokens and duration of time) used by parents and their children. No relationship was indicated between the amount of spoken English (tokens and duration of time) by parents and their children, nor the amount (frequency and percent) of bimodal utterances used by parent and their children. Furthermore, there was no relationship found between families using the same versus different dominant language modality and their sustained interactions (frequency, duration, and number of turns). Findings indicated a relationship between parent and child language in a visually accessible language, ASL, but not in spoken language. Data regarding bimodal utterances suggested that parents and children successfully kept both ASL and spoken English separate during play. Finally, analysis of communicative interactions demonstrated similarities between parent-child dyads that had the same dominant communication modality and those with different dominant modalities, suggesting the possibility of successful communication despite language modality differences. Overall, findings from this study illustrated that hearing parents can successfully learn and use languages of different modalities with their deaf/hard of hearing children.

The purpose of this study was to examine the cognitive, syntactic, and pragmatic language skills of school age children. Subjects were chosen from sixth and ninth grades and randomly placed in one of two interaction paradigms. A common task, construction of a geometric puzzle, was presented to a group of subjects by the examiner and those subjects then taught the task to their peers. / In the first interaction paradigm subjects were asked to answer three question strategies; definitive, empirical and evaluative. In the second interaction paradigm the subjects teaching the task asked questions of their own design with the evaluative questions being asked by the examiner upon completion of the puzzle task. Each subject also gave a narrative three to five minutes in length. Cognition was measured by the reasoning cluster of the Woodcock-Johnson Psycho-Educational Battery. / Responses to questions were analyzed descriptively for all subjects for differences in function using a pragmatic taxonomy developed for this study. Narratives were analyzed descriptively for differences in syntax using the Language Assessment Remediation Screening Procedure. Narratives were analyzed statistically for differences in T-unit length, clause length and clause usage. Correlations were drawn between cognitive test scores with T-unit length, clause length and clauses per T-unit. / Findings indicated statistically significant differences between groups in the words per T-unit and the words per clause used in the narratives. Descriptive differences were found between groups in the use of response and question strategies. Differences were also found in the type, but not the number of verb extensions between groups. Correlations between language and cognitive test scores were not statistically significant. The implications of the results in the evaluation and treatment of the language disordered child were discussed. / Source: Dissertation Abstracts International, Volume: 43-03, Section: B, page: 0689. / Thesis (Ph.D.)--The Florida State University, 1982.

The Radioear B70A and Siemens Fonator electromechanical vibrators were coupled separately to the fingertip of 72 normal young adults. Tactual thresholds were obtained with (a) pure tones in octave and half-octave intervals from 125 through 1,000 Hertz and (b) phonemes comprising the Ling Five Sound Speech Test. / Threshold measurements served as a sensation level reference for tactual stimuli used in a subsequent visual-tactual communication task. Subjects used a television monitor to observe a videotaped speaker uttering sentences from the CID Everyday Sentences Lists. The tape soundtrack drove a respective vibrator at predetermined suprathreshold levels. Subjects failed to demonstrate statistically significant differences in speechreading performance as a function of systematic changes in the intensity of tactual stimuli with either electromechanical vibrator. Statistically significant differences were observed as a function of speechreading the same sentences twice. / Source: Dissertation Abstracts International, Volume: 43-09, Section: B, page: 2866. / Thesis (Ph.D.)--The Florida State University, 1982.

According to the philosophers Kuhn and Lakatos, the two ways science has developed for defining a scientific discipline are by paradigms (identifying what is important in theory and technique to the practitioner of the science) and by research programs, specified in this dissertation as areas of study. The purpose of this dissertation has been to examine the areas of study and the body of theory and technique in Communication that has been studied, practiced, and published in the International Communication Association Yearbooks (CY's) between the years 1977 and 1986. The ten years under study were chosen because the first ten years of the CY's followed a format that allowed for consistency in presentation, and the research was conducted by known scholars in the field. Since 1987, the volumes have addressed special issues and were therefore not suited to this study. / The method used to examine this data was content analysis. Content analysis objectively and systematically analyzes words and phrases and quantifies them under categories by counting frequencies. In this study, the method was strictly descriptive. This method of research lent itself well to identifying specific characteristics in a volume of printed material as massive as the one studied in this dissertation. Finding revealed the importance of such research programs as Health Communication, Information Systems, Instructional Communication, Interpersonal Communication, Intercultural and Development Communication, Organizational Communication, and Philosophy of Communication. A significant degree of adherence to a common body of theory and methods is evident. / Source: Dissertation Abstracts International, Volume: 54-07, Section: A, page: 2385. / Major Professor: Thomas King. / Thesis (Ph.D.)--The Florida State University, 1993.