E.D. 107' 001

AUTHORTITLE

INSTI2UTION

SPANS AGENCY

REPORT NOPUB DATE-GMT -NOTE

EDRS PRICE.DESCRIRTORS

ABSTRACT

'DOCUMENT RESUME

95,' 1

EC 07?-443

Hoffmeister, Robert; "-And Others. r

Tie ACquith:tion,of,Sigm Languar; iv lDeaf-Che en 'of

Deaf Parents: Progress Report. Research Repo(No.".

Minnesota Univ., Minneapolis. Reseatc4,'Defeloment,.a4A1Demonstration Center in Education )of'-gandicaliped

_Children.Bureau of Educatibn for the HandicappedOHi-W/04Washingtom, D.C.332189Jun 740EG-097332189-45334032)31p. k-

ME-$0.76 HC-$1.9E' PLUS. POSTAGE 3.

, Aurally Handicapped; *Deaf; *Early Childhood;EXceptiohal Child Research; **Infancy; *Language

0-

Developient; Sign Language;' Video Tape..Recordings

. t

Data on the natural acquisition of sign languageoccurring in deaflohildren of.deaf -parents were obtained throughobselyation of 10 deaf children (9- to 75-months-old) .,Shortbiogrrical sketches were compiled for each S from the parents'famil history. The children tested "On acortical audiometeir asseverely to profoundly hearing impaired: Over a 2-year periW, a database of 804video tapes,and 4,855 utterances.has. been established.Four ,analyses of the itC have been: begun on such topics as thepointing actiOnsoof a 3-year-old and the use of negation by a 2- anda 3- year -old child. 1GW)

.1

. \

1, 1

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?RESEARCH REPORT #65

Btoject No. 332189_4 --N

Grant No4 OE-09- 332189.4533; (032')

C,

U5 DEPoRTMENT OF HEALTHEDUCATION & WELFARE

^ NATIONAL INSTITUTE OFEDUCATION''

THit DOCUMENT I144 BEEN REPRO'DUCE.° ExactLY ArRECEEQ FROMTHE PERSON.OR ORGANIZolkON O

DINSATING IT PO'NTS CiF VIESTATEDSTATED DO NOT NECES14467 REPRE

N, OFFICIAL NATIONAL:4110 ITU'E OFP*I.,CATION POS,TIONpRktetICY

4THE,ACQuISITION OF' SIGN LANGUApE OF DEAF CHILDREN -'

OF DEAF PARENTS: PROGRESS REPORT

I

Robert'Hoffmeister, Donald Moores and Barbara BestUniversity of Minnesota

4

`Research, Development, and DemonstrationCenter in Education of Handicapped Children

Minneapolis-, Minnesota.

June, 1274,

The research repdtta herein was performed pursuaWt tea,grant,from the Bureau of Education'for the Handicapped=U. S. Office of Education, Department of Health, Education,and Welfare to the Center of Research and Development in.Education of Handicapped Children, Department ofSpecialEducation, University of MinneAta. Contractors undertakingsuch projects -under government: sponsorship are encouragedto express freely their professional judgment in theconduct, of tie projept. Points of view or 'opitniona stateddo not, thereforehecessarily rdpresent'offical positionof the Bureau of Education for the Handicapped.

.Department of Health, Education and Welfare

U. S. Office of Education

Bureau of Education for the. Handicapped

S

sr

74

l E. Egeland 4 A. ThibJune 1974.

/

TECHNICAL REPORTS

Univer ady of Minnesota Research, Development and betonstraiioncenter in Education of Handicapped Children

lace of pupication, shown in perentheseetthere applicable)°1,

and Reflective Ch'eadge`W Research RepoA #66.

;I

p 2, R. Hoffbeister, B. Beat, & D, Moores The Acqutation of S6,43 in Deaf Children'ef i

. e Progress Report.. Relparch Report #45. June 1974. . .

. .. .

a- ,i

3. P. Xrus. Mpe oftFamily Hiqmoto Data to Predict Intellectual and Educet.fonal Functidning LoOkitudrvally

Free. heeseour to Seven. Reeeerch Reporr484. Junb 1974,4

- 4. P. Kits.' Analyzing, for In vi Viluil.fferences in Eval'uatir..

Education Pro rams. Occasional. .

,

,Paper 127. . Juno 1974..

. .:e . V

J. Rondai.. The Role of Speech In the Retolaaon'Of Ilhavior. Research Repo 1164 June 1974.,**-,

a1 / e

.1 4....

°{, 6. N. ,3. Rynders, 6 J. 'Turdure. Semantic-RelaCtonal-Contests . Theory of Lan e Ac Uistion-ae 4

I

Applied to pawn's Syndrome Chil n: laplicarl -for e Lemgmag Ilhchahcement Program. Research Report f62.

' May 1974 01

r

, . t s. . * .. .44.-t7,

7. D. Moores, H. -.Harlem, 4 S..Fis e. Post Secondary Programeifor the Deaf: II. External Vie,. Resellh'Report 161.

March 1974. i

a, D. Hoores,da. Harlow, 4 S. licher Post Secondary Programs for she Deaf: 1, External View. ,ReeelichOmport 460.

March 1974,, -

9. .DrEgus. Synopsis of belie theory and techniques of order anal Ids. Occasional Paper #26. April 1974. a4.. 4

10. S. Sam :ibis: J.. Spiroff 6 H. Singer. Effect of,gictures and contextual conditions on learning to read.

OecasiWel Paper125 March 1974. N q.

s

11, A. Taylor, Nhurlow 6 "J. Turiure. Elaboration is an' instructional technique,in the vocabulary development

of UHR children.-1/v.\

Redearch report /59, March 1974;

'.

12: N. Balm 6 J. Tureure. elm universality of serrated verbal mediators as means of enhancing beware

',processes. . Research Report he. January# -,

11, D. Moores, X. Weiss, & M. Goodwin. tvolua of programs forheering impaired children: Report of I972-73,.

VResearch Report 157. December 197

' 14. J, Turnure 4 d. Char neworth, D. Moores, J. Rynders, M. forrabin, S. Samuels, I. R. Wozniak. American Psycho,

.ii logical Association SymposimePapers. Occasional Paper #24. December 1973.*

C,'

15 N. Beim. Interioestive t of ants ch to e ldren: a lin- universal? A,

. . Researoh Report #56. Decezfier 1973. Ta

4

16 D. Xrus, An outlinemf.the basic concepts of orderlanalysis. Occasional Paper 023. February, 1974i

17. D. Xrus. d

matgibees asiopat Pape 22. November 1973.I

Oh..

Bur. The psedo-problem of Lg.. Occasional Paper 121. October,1973..

le.

19. J. Tornure 6 M. Thurlow Verbal elaboration and the enhancement of language abilities in the mentally retarded:

. The role of interrogative sentence-forme. Occasional Paper #20. October 1973. '

...

20. P. Dahl., S. Sim:eels 6 T. Archwamety. A master based experimental program for teachisalkor reader, high speecha- word recognition skIlle. Research Report #55. September 1973.

A o- ram for neralizable multidimensional analysis of bintry data

..1 dt . e

21 R. Riegel, F. Deeper & L. Donnelly 114velopment trends in_the reparation and utilization of a

.s. i0 (-relations for recall by MR and non-retarded children: The SORTS teat. Research Report

ci ic r in the 1 uietic a stn oow

R. Hoffmeister 6 D. Hooree. The

9...,of-teef parents. Research

4

2). W. Eartfp. Smith. An irate 1. ve framework of co i i structures. . Jug! 1973.

24. ,',;C: Clark 6 J. Greco. LDS dote Early lanelega Development Siquence) Glossary of Rebus*, and Signs.

Occeslvel Paper #18. 51:7973.

.25. J. Turnure, interrelations of orient s and stimulus cho

Research o y

26. S. Samuel. 4 P. Dahl, Automaticisy, reading and mental retardation. Occasional Papei /17. hey 973.

-1.1

27. 3 Saii.7,1,6 6 P. Dahl. RelationehiPs among IQ, learning ability, anrreadene achievement. Oceseiqnol Paper #115.

May 1973.1 7 , , i .

28. N. Buium 6 IC and

language learning ch.l.dre.ReeerilloPoHrY1373.-

e

29. T. Archwamety 6 S. ge.emla. 'A eatery hued emporia/meal program for teaching mentally retarded childrenword recognition and reading comprehension 011ie through use of hypothesis /teat procedures. Research

Report #50. May 1973. or

373.

sec

54. August, 1973.

a deaf -child

30. k. tart. Ths process of cognitive tructeri complerification. Research Report 049. April 1973.

31. B. beat.' COrseificotor develo srnt in deaf children: Research on lenguagmeand cognitive developsrnt:Occasional Paper 15. April 1973.

.

32. R. Riegel, A. Taylor, &. Denver. The effects of trainin in the use of re in IMIsAglitheleerni_Aland memay cepabilitiee of young E}IR qildtep. Re:mirth port #4 . April 1973.

33. TUrTnIrs 6 M. Thurlow. The latency of forward and backward association responses in an eleboratioe task.

Research Report 147. March 1973.

34. R., Riegel & t 'medial program fory a handle pad children.

a

OF

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IL./

RESEARtICAND, DEVELOpMENT CENTERtr

IN EDUCAVON HAN.61CAPPED CHILDREN'. Department of Special kdikilion

0, -,.. : ,, ..

P.attee Hall, University of Minnesota Minneapolis, Minnesota 554515...

,

,f...,

..0 .. ....

I, . I.. i,N 1

The University of Minnesota' Research, Development.and Demonstration

Center fn Education of-HAtciditahed Children hasbeen estlab4shed to

.concentrate on interv9.0ion strategies and materials which develop and

Ampiove language and Communication skills in young handicappeA,childien.i

_Thelong term objective of the. Center is to impr ove the' languageT 4

and'emmunication abilities of handicapped children by means of iden-r°V

tification of linguistically and potentially linguistically handicapped

children, development' and evaluation of intervention strategies with

young handicapped Children and'aissemination of'findings and productse

of benefit to young handicapped children.

4

The Acquidition' of Sign, language in Deaf Children-.. 4

)

bf,DeaeParents: Progress Report

A

-.May '1974-

, .Robert Hpffmeisterk, Bonaltlloores and Barbara 'Best

ea, c,

The'p ocess,of,language acquisitidn and use in childrennlas2

, ='bee o ma or-impOrtance to psycholiogists and educators for genera-

' ° *

tions. Most investigations f Ian.104ge acquisition have focused/

'' , 1.-

on the,ndtmunicatlicin abilities of norMal children *and most analyses. .,

have taken apokenlanetaged as their data base. Extensive theories. .,

-',-

6ncerhin$ the young child'a'acquisition of his native language haze't.,.

been advanced (Brown, 19.73; Bloom, 19.701Alobin, 1971): More QceritlY''...

attention has also been directed at communication systems whicil are-* .4

vid4al-motor (Bellugi, 1972; Hall, 1959; Moores, 1971; Stokoe, 1959), .

. ._.-

and their importance to theory "and educational-iiactice is becOming,

mere widely.inveatigated (Lenneberg,-1967; Meadow, 1968 Mooies, 1974;\

'Quigley, 19*,

The pottultial ;for the acquisition of language is present in .

every .child

environment.

..pfovide

and most children acquire and use' the language of their

without apparent effort. Parents, for the most part,

ubstantial proportion of the input that enablesithp child

to learn his language through daily interaction!q

allows the child to,receive and express information(

Language, in turn,-

enabling hip to

become a full participator, interacting with the community at 11,rge.

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The purpose of the present study-s to investigate and analyze..?

the natur41 acquisition of sign language whit:t occurs in deaf

children coo deaf parents. The results and findings will be compared

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with- studies which have focuSed upon ribrlally hearing children.

Meesure or comparisons with these studies are currently being

developed (Hofemeister, Best and Mooted' 1974). Questions regardingAW

ths/dvelopmental process of the acquisition Of sign language and n-

its similarities to and deviations from spoken language are being

invest<gated.

The investigation proposed in this stay has both theoretical

and practical implicationS. First, interpretation of data 'based onti

normal children 'learning spoken language must be generaliitble to-any,

language in order to beCansidered valid. Our stay Proyid4-1 source

of data -upon which current theories can be tested: Second, from

an educational point of view, a mejor component of school programs

___is-the rise f language to'transmie information. .The use of sign

langvageI

as a potential pedagogical tool will be a major foctis of

'this investigation.)

The language'of/signs is the mode of cbmagenication'primarily

-,.1.

used among the adult deaf. Most children b,prn with a severe hearing').-: -,

.---..

dysfunction ay eventually be assimilated into this cOmmunitry and

.

an understanding of the normal acqnisitiol process of sigh language.

may make this assimilation easier fox, ceaf children not born to/ . i

... i

deaf parents. The relationship of sign language to, English and to

the development of speech will_be an impor'taij consideration in 'N-i,..

fuitheringp understanding of the nature gn language.

a.

o._

Method

The assessment of the natural p was of language acquisition

among the deaf requires that one obtain' circumatancee'timilar to that

of the hearing child. Stnce:language iS obtained, aCqUired, and

expressed*in a natural settin ease of66mmunication must be evident.

3

Deaf children of deaf parents who communicate rbm birth Via signIts 44

language experience the same natural circumstwes that hearing children'

edo.

At the outset'of tAe present investigation,,pertain criteria as

o degree of hearing loss of chil en, age of child, and willingness

to ceopetate were set. The degree of hearing loss was set at no less

than -Odb, ISO, 1964, in the better ear. This increased/the, probability

that -the children selected would d9pend on signlariguage as a majdr

avenue of communication with their parents. All varInts were required to

be at least severely hard of hearing and had to communicate with their

child either through signs alone or through signs and'speech. Finally

the pareptsi and children had to'agree to a two-hour'monthly visit for

the ddfktion of at least one year. Because of extremely good parental

cooperation, data collec,tion has been relatively simple.

For the past three years, visitation has continued once a month

with two children in the study. It was fortUnate that we were able to

.find two children, one at 25 months and one at 43 months, to begin the

study. At,the initiation of the koject two other children were also

identified, but one was severely hard of hearing and'did not meet the

t ar/ criteria.IfOr inclusiOn: The other wag not'alwaysavapable fdr filming.

f '1

These two child' n were discontinued from the investigatipn.,-

Since the-beanning:of the Audi, an additional eight 'children,

in eke from 9 to 75 MOnths, have been added. CurrentlY, ;here

, .

are a total of 10 children involved; fpur.Nboys and six-girls.r24'. ,

Thp occupational breakdown ftheparents the childrin in the

occupatAonalsample represents a cross section, of tha..deaf c

status at large, Presented in table "'is a listing ofocnupations. / ..,, : 't

the parents.utilizing a system of categorizations developed by Moores,. s /

,,,, NFisher, and Harlow -(1974) in a/follow up of deaf adults who had

,

received post-secondary vocational technical training. /Five 6f.13

of-

workin

,Cat

rents fall in the' Professional,Tec caliand Managerial

compared to 11.67 reported in -"the Moores, Fisher,..and Harlow

study. Three parents are, printers, a traditional occupation for

deaf individuals, and four are employed in bench-work occ pations.

0ne parent, is employed as,a sheetmetal worker.4-Thete appears to be

a'wide range'of occupations, with a tendency towards more represents-

tion in the more prestigious Professional, Technical, endManagerial

Category than is found in the deaf population as a whole. See Table

.1.

Subjects r

All parents were asked to complete a form describing their

family history:' The following presents a'short biographical sketch-

oieach child which is outlined in Table 2: For,i]e study children

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have been aligned code names after well-known individuals in thet

area of deafn ss See Table-Z.

Alex, named aftdr Alexander Graham. Bell, a leading educator

. of the deaf and'invenior of the telephone, and Helen, named after

Helen Keller, are brother and sister. Both children were born deaf,

Alex in 1966, and Helen in 1968. Their.paretits gre severely hearing

impair ed and reside' in the eastern part of the United States. At

the time of filming, tie mother was divorded and the only means of

support in the household. Bothcsetsof grandpaients are deaf and

sign language habeen*used.throughoUt each generatiofi. Their mother1 '

received her education at the New Jersey School for the Deaf (now

thg Tatzenbach School),a residential school or the deaf, and at

Gallaudet Colleges where she received a B.S.in *ducation. She is

Presently employed as a teacher in the intermediate level at theti

American School for ctheuDeaf, in WeseHartford,. Connecticut, and

is studyiagjfor aMaster's degree in Educational Administration 'and

-Supervision in the California State University at Northridg. The

father is presently employed as a sheet worker in the eastern

United States.

Alex and Helen began their schooling at two years of age. They ,

attended, the American School for the Deaf's pre- school classes in

West Hartford, Connecticut on a day basis. The classes were oral

at that time. The educational program now uses total communication

as the method of instruction.' At the time offilming, Alex was

attending school at the primary level and Helen was still enrolled

at thetpre-school level,'

4

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Thalia; named aftei Thomas H. Callaudet,lounder of theAnerican

School for the Deaf (the first; such school in ,the United States), wo, 3

1.months old at initiation of filming-. He was born.deaf in 1968. Thomas

also has brother who is hard of heaTing. Thomaso parents both were

educated in the Midwest. His mother attended oral day claspes-for the

deaf through high,school in the' inneaPolis PUblic Schools and hig

father attended the ROby,E.. Allen School, a private oral residential

sChodl. Thomas' father obtained further traini g at Control Data2

.Institute in Minneapolis, and is currently employedas a designer. His

mother is working as a.trhnslator at the Research, Development, and. 4' : .

Demonstration Center at the University of Minnesota. Both parents are,,.

profoundly deaf and use sigh language As the.main,form of communica-.

tion 'in the home. .

Thomas was enrolled in Whittier School in Minneapoli an oral pre-,

1 I

school program, at six months of'age./ At two yehrs h was "transferred

Ito Tilden School in St. Paul, a pre - school, program thAt uses total

,communitatidh. At five years of age he is still enrolled ia total

communication kiLdergarten. According to his teacher, Thomas is

prcgr7csing well and has "good receptive ;language."

Alice, named after Alice Cogswell, the first deaf student of

Gallaudet, was 25 months old at initiation of filming'. Alice's mother)

who is profoundly deaf, attended Agassiz School 'in Minneapolis, an

oral elementary school, and completed her education at the MinnesbtaA

SChool for the Deaf. in Faribally. The mother is divorced and the only

means of support for the famiIyat the, time of filming. The father

t.

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presently,is emploWd as a pxffiter in,Californha.. Deafness was not,

. . (

Ispresent

in either seeof,grandparents but one,of.Alice's.auntp%3

hearing impaired

At thirpeen

an oral program

conducted after

-

'

months Alice began her education ateighittier School,'

.

in Minneapolis. 'titian interview with one of her teacher

she had been enrolled for a year, it was stated that

Alice was going "downhill" due to lack of speech in the home. At this

is'participating in a class for the hearing impaired in the

Minneapolis Filblic School System. Communication in Alice's hameis'

conducted via signs and fing6rspelling with her mother, though her

'mother reports she is relying moreand more on oral communication.

''Anne, named after Anne Sullian, who was Helen Keller's lifelong

tutor, was twenty-eight months old when filming was begun. Both

her parents, who are profoundly de'af, attended the American School for

the Deaf. Anne's father received further training at Gallaudet College,

and is working as an accountant. Her mother attended Gallaudet for

two and one =half years'. The mode of communication in the home is

sign-language. The grandparents, on the mother's side are deaf and

the mother also has a deaf sister. At the time of filming, Annewas

the only child in the family. Anne was-not enrolled in any school

program at the time of filming, but is now in a:pre-school class at

the American School for the Deaf.

Laura, named'after Laura Hridgeman,another famous deaf-blind

person who rose above her handicaps,- was 34 months at initiation of

,Har father attended the Iowa School for the Deaf, andt

.her mother the WiscondlnSchool for the Deaf; both are residential

schopls. Laura's mother is profoundly deaf and a housewife. The

father, who is fard.of hearing, is currently employed -.as a factory

Worker.'

Sophie, named after Sophie Fowler, one of-the first instructors

at Gallaudet College, was 21 months when filming began. ` Her mother

and father are profoundly deaf. The mother attended the Indiana

:School for the,Deaf, and her father the North Dakota School for the

Deaf and Gallaudet College. Sophie's father and mother both are

employed as printers in the Minneapolis area. Sophie is the second

born and has ,,homing impaired brother eight years old. At the time

of filming she was not enrolled in an educational program. Sign

language is the main communication system used in/.the home.

Laurent, named after Laurent Clerc, the first deaf teacher in "the

United-States, was 17 months old -at initiation of filming. He i6 the

first born of two children in the family. Both parents are profoundly

deaf and use sign language in the home. His father was educated at the

New York Schobl for the Deaf, a residential school for- the deaf in

White Plain's. Further education was obtained at Gallaudet College and

Manhattan Technical Institute in New York. Presently, he is warking.

a6 kdraftsman in Minneapolis. 'Laurent's mother attended day classes

for the deaf at' Birmingham High School, a public,Rchool,in Santa Barbara,

balifornia, and continued her education at the National Technical

'Institute for the Deaf in Rochester, Nes., York. She is presently working

as an miserable; in an electronics plant.,

4

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Elizabeth, named after Elizabeth Peet, a famous. woman educator

of the deaf, was 11 monthiold when Mating began. Both parents. .

)

are severely to profoundly deaf'and use sign language as their mainIt.

communication dhapnel. Eiizabeth's pother attended public day classes

ft;r7the deaf in Minngspcills and completed high schoolat Marshall-_ .- 9

'University High in the same city she. is -Currently a housewife. The.

.

. 7 . ,/c 1 , .

s

' father attehded.the Minnesota School.for the Deaf and works for a-I- .

'local manufactxting-firm.

. Elizabeth Was en7rolle- _ the Whittier oral public pre-schobl

18 months of age. She is one of a set of twins. Her twin sister

is not hearing impaired and is participating in cognitive developmental

comparison studies. The father has deaf parents. Elizabeth, therefore,

.'represents he'third generation of deafness.in the father's family

history.

V 4

Abbe,namA after Abbe de ,Epee, founder of the first institu-

tion for the,deaf in France, was nine months old at the initiation of

Both parents- are severe to profoundly deaf. His mother

attended the Minnesota School for the Deaf and his father the North

-Dakota School for the Deaf.' Abbe'\s mother is a housewife and his

father a factory worker. Abbe is the third of four children in the

'family. His brothers and sister are also hearing impaired. Abbe

and his siblings represent the fifth geneTion of deafness' from both

.. .

maternal and paternal sides of the family. Special attention will

be give-to the type and development of his signs due to the extent

of deafness inihis family history.

9

10

Abbe and Laurent have not been enrolled in any type of frTmal

educational program as yet but home visits have been made by the St.

.Paul Public School System.

Audiometric data were obtained in a sound suite for those children

who were old enough to cooperate in this type of setting. Cortical

.audiometry was Used to measure hearing acuity of children below the

age of two. Testing was done by a certified audiologist and each

child was checked by an otolaryngologist prior to testing.

The results of audiometric testing, preSented in Table 3, are as

follows: Alex's results yielded decibel levels in thr profound range

to no'responsa across both ears; Helen yielded results similar to

Alex in the profound range; Thomas' results indicate that he is pro-

4:foundly deaf in the left ear, and there is no response in the right

ear; Alice responded in the severe to profound range, and, with thr

addition of a hearing aid, Alice's hearing threshold increased toAte-

the seveta range:at about 60db; Laura's results indicate`that her.

loss in both ears is,at the high end of the profound range of hearing

acuity. Anne's audiogram indicated a hearidgloss in the profound

range. These six children were' tested in a sound suite using

normal, audiometric techniques. All results were considered reli-

able. See Table 3.

.The children tested using a.cortiagl audiometer yielded results

that fell within the.severe to profound range of hearing loss. Abbe,

Elizabeth, and Sophie's results were considered to be reliable.

11

Laurent attended two sessions, Due to mechdhical complicationsof

the machine his results are not considered to be reliable. 'Con.:

sequently, a sound field test was cociducted and a response of 80db

was received. All results given were across 500, 1000, 2000 hz.

Results indicate that these Children probably would'not depend

40on their auditory systems as the only mode Of communication.

Procedures

All children were video taped in their homes as they interacted

their parents or the,Inajor 'investigators. A Sony 3400 video

portapak (VTR) 1/2 inch machine was used. The VTR presented some

difficulty especially related to problems'of uncontrolled lighting.

Consequently, most sessions were limited to interaction in a specific

locale within the home. Brown and Fraser (1963), in studying

children with normal hearing, maintain that this restriction did not

affect their data, and, with reference to our samples, weconcur.

Many settings involved the use of Fisher-Price toys such as a doll

house, a school house, and a garage. These toys were chosen because

of their durability and the large amount of stimulus materials contained

in them. In addition to the Fisher-Price toys, various children's

books that were present within the home were used Activities hat

happened to coincide with the filming dates, such as Easter egg coloring

or the planting of seeds -which the'child happened to have.been engaged

6in at school, contributed to the elicitation of language captured on

the video tape.

12

Each session consisted-of the mother (sometimes a father

acting as playmate with the child. In many instances the

investigators or their staff acted as playmates either to provide

a break for the mother or because the children wanted them to

become involved in the activity. When possible all children;

were taped once a month on a regular basis. Two 30minute video

tapes for each two hour session were obtained.-'The transcriptions

are completed' using Sony 3400 video tape mactine with an RFU 55

adaptor allowing for playback on an RCA 19" portable black and

white television.

Written transcriptions of each tape are being prepared by two

deaf adiar.s. The information on the video tape is transcribed exactly

as signed. The One ,to one corresponderice of an English word to a sign

is used except where some signs yield more than one English word for

translat4on, Exact tense used is written. If the meaning of the

sentence is different, this difference is indicated a separate

column. The tapes are reviewed three times for exactness of transcrip-',

tion before the data is extracted.' At this ithe, it takey'approxi e-

ly 40 man ours per half hour of tape 10i a reliable transcApiiOn.

Tresented'in Table 4 is a,compk14-tion of-,the amount of'da6 col-',._-:'

.lectgd cn.tapes and the age range:15f each of he'J children ate the time

of taping. As mentioned previquily,WO children have been invo d

in the Investigation from its Inception. Alice began at age 25Emonths,

iand 26 half hour tapes wereollected over a period of )23 months. ,

,

I

0)

13vir

Thomas, whci-bhgan at age 43 months, yielded 15 half hour tapes for a

total of five hours. During the second year five other children:wpre,

identaied in the Minnei'ota area and'incorporated into the study,

Laura, 34 months, yielded four tapes and Sophie, age 21-months,

yielded five. Tile youngest children in the groip arelfaurent, Abbe,

and Elizabeth at seventeen; zero,and eleven months respectively,

provided a total of five houts of tape. Therefore, at the present,

time ve have a total of 80 tapes yielding 40. hours of data.. See

Table 4.

Presented in Table 5'are (a) the average utterances per,child

per hour of tape an (b) the total utterances obtained from each

child. The average utterance per hour of these children favorably

compares with many of the studies of normal hearing children mentioned

by Brown (1973). A total of 4855 utterances across 661months is

available for data analysis. .-Rreliminary analysis is in progress and

is described in the following section. See Table 5.

Progress

In the developmental phase this.investigation.has focused its

attention.on data collection. Preliminary analysis of thejnitial

video tapes of the two children who'began the project has yielded

tine research report,(Hoffmeister & Moores, 1973) and three working

papers. The research report is concerned with'the pointing action

P of a two-year deaf child and concludes that pointing used)as a

sp4ific reference is one of the first major constrictions .signaling

*

the two-sign stage of acquisition. it was hypothesized that this

particUlar use of pointing may act as a tyIe of functor Toi the child,

to single out a specific object, and the co7occuring sign is a

comment or.a label referring to that object. This compares to the use .

of pointing that occurs With' this/that and here in normal' hearing children

described by Bloom 01970), and Brown (1973).

?,Four working papers are in progress, each concerning a specific

linguistic construction in the development of sign language in deaf

zhilJren of=dedf parents. Working paper #1, (Hofmeister & Moores,

1973) deals with the pointing actions of a three-yea;,old deaf child.'

The use of the pointing actions of the older deaf child appears to be

an activity that eventually moves frOi,the.use of pointing as a sign,.

to a mOre\formal sign that has an English gloss of that. It was hypo-.

chesiced chat specific reference evolves into a formalized signed

morpheme interpreted as that, while pointing which indicates location

does not evolve into a separate sign. 'The locative determined by

,tfe

painting may eventually decrease in frequency as the lexicon of theme

child increases. The second working paper (Toothman, Hoffmeister,

6 Moores 1973) analyzes the use of negation by a two- and a three-.

" fyear4oal deaf child. It was concluded that these two. children indite'

cated a more"mature and bettdr developed use.,of the negative as age

increased. In a comparison with normal hearing children the develop-

rnent of negation,in these deaf children appeared to occur in a sequilce

opposite to.that found by Bloom (1970). The third working paper__

HOffmeigter, Best, & Moores, 1974) deals with establishing the

on rules which would allow the computation of a mean, length

of utterance U) and statistical data needed for comparisonS' with

other developmenta studies. Outlined in this paper are definitional-

rules and tr nslation

linguistic analysis.

and Stokoe, Cronberg,

elements that define

rules needed for interpretation that will allow

.Linguistic der /vations from Stokoe's (1960)

an4_epterline's (1965) descriptions of the

the-phonological hnd morphemic toMponents in

sign-language.were., expanded upon. Man range,1.

bound'have'

\

:been computed on eight6Cthe ten children in project. A tents-

tive conclusion is that MLU development lags behind normal hearing,t

children until 42 months, butian increase in.MLU similar in slope

15

to normal hearing, children occurs.k-",As, - ( 4

In addition to the.above mentioned -working paper's,

t-1,begun,on the se of the locativ

velopment of the usevf,pdgicing

question formati6m-a

Aprevidusly di6cussed. Further data

A

with the remaining ,eight children.

J

the liter miinths ofc . A

sing analyzed for comparison

analysis has

furehtr:de-i

he !two children

In summary, ten chiaken ha:je beet4 identified.- Over a two-year4 A

daft4- 47-* i

period of daft colleCtion, 80 video e have yielded 4855 utterances0

1,

allowing for preliminary analysis to begin.'

Jrthree working papers are completed two Wor ing,pape*s dealing With the

One research report: and

locative and use of questions art in Or .c

Ddta collection williend in tihe summer

analysis of the data willegin.

el

of 197/r-whereby extensive

el

L."

VHF

,

1

References

Bellugi,.U. Studies in sign language-. In T.. O'Rourke (Ed.)T

Psycholinsuistics of total communication: The state of the

Vart. Silver Springs, Maryland: American Annals of the Deaf,.

-

1972, pp. 68-84.

Bloom, Language development: Form and fudction. Cambridge,

Massachusetts:, MassachusettdInstitute of Technology Press,, .,

k ; ,

19:40. -a

,A

Brown, F6.,' A first language. Cambridge,. -Massachusetts: Harvard,-- . .-

., .

2

.Udiversity Press,; 1973.

Brown, R. & Fraser,/C7Y The acquisition of syntax-In C,..,`Cphen and

- ei-*

B. Musgrave (Eds.)- Verbal b o andaea in : -;Problems a.. ' .

ty processes. 'New York: McGraw Hi

Hall, E. T. The silent language. New ork.1 Doubfeday, 959.. i.

Hoffmeister, R. & Moores, D. The acquisition of specific-reference

in a deaf child of deaf parents. Research Report #53, ReseaTch,. ,

Development, and Demonstration Center injE4ucation of Handicapped.

Children, University Of Minnesota, August, 1973. ,

-Hoffmeister, R.& Moores;D. The develd nt xif the demonstrative ,

p:141rmounalledecrease of otension in a deaf child of deaf

parents. Working paper, Research, Development, and Deztonitration

Center in Education of Handicapped Children, liniveraty of

Micneasota, J.August, 1973.`

,Hoffmeister, R., Best, B., & Moores, D. Teemlation,and definitional'

s 1

x

rules for linguistic asseatuent of mean lengt\11 of utterances

2 "V.w.., -.., ,

,

--. 4, .,,

,Research,range, andkupper bound. iioikifng-paper, Reearch, DevelopMent, and

DeMonstration Center in Educatioh of Handicapped Children, Univer-.

y of Minnesota, March,19.74.

2

Ic

Lenneberg, E. Biologiapl foundations of lantzdtte. New York:

Wiley, 1967.

Meadow, K. P. Early manual communication in relation,to the deaf

child's intellectual, social, and communicative functioning.

American Annaig of the Deaf, 1968, 113, 29L.41:

Moores; D. Recent research on manual communicotion. Occasional

Paper.g7. Research, Development, and Demonitration Center in

Education of Handicapped Children, University of Minnesota,

April, 19p f.

Moores, D. Non Vocal Systems of Verbal Behavior. In R. Schiefel=

busch & L. Lloyd (Eds.)Language Perspectives--Acquisition Retar:

dafion and Intervention. Baltimore: University Park Press

(In press).

Moores, 4:,4 Fisher,'S., & Harlow, MI, Postsecondary programs for

the deaf: Monograph II, Eternal view. R T h Report g6C,

Research, Development, and Demonstration Center in Education of

,HandicappeU-Children, University of Minnesota, March 1974.

Quigley, The influence of fingerspelling on the development of

lan ua communication and educational achievement in deaft . .

children. Irbana,Iltinois: University of Illinois Institute

forZ°Research'On'Exceptiodtl Children, 1969.

rls' ;

Slobin, D.. The ontogenesis 91m_........mmar. . New York: Academic Press,

r. . ,

f°4 , 01;:)

r

17

/1

Stokoe, W. Sign"language structure: An outline of the visual

communications systems of the American,deaf. Studies%in

linguistics,-Occasional Paper 8,

of Buffalo, 1959..

ffalo, N.Y.: University

18

Stokoe, W., Cronberg, C., & Casterline, D. A dictionary of American

sign language. Washington, D. C.: Gallaudet College Press, 1968.

Toothman, J., Hoffmeister, R. & Moores, D. Negation: Its early devel--,

development in the sign language of deaf children of deaf'

parents. Working paper,- Research, Development, and Demonstration

Center in Education of Handicapped Children,/University of

Minnesota, February, 1974.

A ,)

'19

Table, 1

Occupational Status of Employed ParOnts

Occupational Category Mother Father

Professional, Technital, and Managerial (5)

TeacherAccountantDraftsman, (Designer)Translator/Research Assistant

Machine Trades (4)

Printer

Bench-work Occupations (4)

Factory WorkerAssembly-Electronics

Structural Work Occupations Cl)

1

2'

1 2

Sheetmetal Worker1

-4-. Five parents list their occupations as homemakers.

7'

ttm

Sublect,

1, Alex

4. Alice

5. 'Anne

6. Laura

. Sophie

urent

Abbe

pTable 2

Biographical Outline of Subjeet and Parent's !moily Nistory

o

generationDate Ordinal No. of . of School Assof

of Birth Status Biblinss, Deafassa nausea Botrancs

5/28/66 _ 1 1 - . 4 4. School 2 4

4/1/68

6/8/68

11/9/69

8/A0/70

9/25/70

6/28/71

6/8/72

'6/20/72

7/12/72

2

1**

*Explanation of Letters

A. Less than four years'at Gallaudet:4 B. Gallaudet Graduate

C.; ID 'or Technical Institute

0

**Arlo

4 . Res: School 2 years

2 Day Classes =Smooths

Day Classes 2 years

ass. Preschool 2 years

Doty Preschool 3 years2

2

2 Nome Visits OW1111111101110

Day Preschool '18 month

Home Visits ,...11111

Table 2

Nlographical Outline of subject and Par Family Ilstory

, Generation Hither's Father's

Ordinal No. of of School .Age of Zducstion end Educatiom as

Status Siblings Deafniss Ilacemegt pelmets Occupation ...SSeteliaL

1 1 4 Res. School

2

0

0

2

0

1**

,rs at Gallaudete

Institute

2 years S.A. ($5)

TimberNadler

Res. School 2 years

Sheet Natal

2 bay Classes 6 seethe H.S. N.S, +4.0*

Translator Designer.',

2 Day Classes 2 years' S.S.

Nonsmoker Printer

Nei. Presthool 2-years R.S. + A* S.A. (X*

Nonimaker Accogatant

2

2

Day Preschool 3 years H.S. i BS .1

Nonsmoker Factory Yogi

H.S. 4. A*

PrinterNone U.S.

Priitsi

2, Nome Visits 1.3. + C* U.S. + A,C1

Assembler Drafts's.,

Preschool le months R.S. R.S.

Akimmmacert Victory Rotr

Boma Visits ,R.S. N.S.

Homemaker Jactors.1001

/Table3

Unaided Audiograms of Children and Dates of Tests

Puretohe Audiometric Results:

21

Date of-'Ear '500 1000 2000 Testing

Ale Right 95 NR . NR-, 9/3Cf/73 .

Left 100 , 110 NR

2. Wen Right 90 100 NR /28/74

Le ft 100 NR NR

3. Thomas Right NR , NR NR 7/12/72'

..Left' ,.105 '. 105 NR

4:' elite Right 85

Left 90 95,e

Right 95 ' 105

Left 95. 105

85

85"

NR

6.rLaura kight 110 NR NR

Left 100 95 1051

$

Cortical Audiometric ind/or.Sound Field Results:

7. Sophie

Laurent cortical couldn't test 8/3/73

"80 db -: sound field respoilse ;, .

100 db at .506 hz -. 10/24/73

severe to profound bilateral loss

severe piofouad bilateral loss

1

7/10/72

2/14/74

5/9/73

0131/7

9. Elizabeth

10. Abbe

severe bilateial sensors- neural

All results in db ratin S0,1964.

10/10/72

t

Table 4

Data Collectitin'Information: Ages at Initiation and End ofti

Filming, Number of Tapes, and Number of Hours for Each Subject

Thomas

4. Alice

6. Lailra

7. = Sophie

.8. Laurent

Age at ,

Start of1/aping

75 mos.

52 mos.

moa..

25 mos.

28 mos.

34 rah's'.

21 mos.

17 mos.

9. Elizabeth, U Mps%

-

10. Abbe 9 mos."

-NO

Age ate.End

No. ofNinthsof Taping

No. oft'

TapesCollected

Hoursof

TapingTap1

84 mos. 9 mos. 2.5

62 mos.. 10 mos. 5 2.5

64 mos. 21 mos. 15 7.5

48'mos. 23 Pos. 26 13.0

32 mos. , 5 mos. 10 5.0

38 mos. - 4 mos. 4 2.0

28 mos. mos7 mos %5 2.5

-- - mo. '1 .5

..:

_31

17 mos. 6 mos. 5 2.5,

17 mos. 8 mos-. 4 2.0

TLal NUmber of Tapes: 80

Total Number of Hoursy), 40

12

23

Table 5

Average Number of Utterances Per Hour of Taiping- and

Total NumbePof Utterances for EaCh Subject*

,...3 Utterance/Hbur Total Utte'rances

wes

Alex 116 349

Helen 198 596

Thomas 1817 1087

Alice , 204', 1865

Anne 172 687 ifLaura 135, 271

TOTAL: 4855

*The remaining four subjects were filmed in the recent pasttherefore not allowing enough time for relaible transcriptionsto be completed.

35. D. 14*nres. Earle childhood special education for the hearing impaired. Occasional Paper F13. Febr are 1973.

36, R. Riegel 4 A. Taylor: A comparison of conceptual stratellee for grouping end remeftberinkeeployed byeducabLe mentally retarded and non-retarded children. Research , Cott 046. February 1973.

37, J. Ryn;,re. Two basic considerations in utilising tutors of heir orr.-tarded children. Occasional Paper F12. January 1973.

38. R. Bruininka, J. Rynders 6 J. Cross. Social acceptance of milc.y retarded pupils in resource rooms and regularclasses. Research Report 045. January 1973.

39. J. Turnure 6 M. Ihurlow. The effects of interrsgative elaboidtions on the learning of normel and EMI children.Research Report 044. January 1473. (Proceedings of the International Association for the ScientificStudy of Mental Deficiency, in press).

40. J. Turnure 4 S. le. Attention and reeding achievement in first grade boys and girls. 'Research Report 043._Noveeber 1972. (Journal of Educational Psychology, in press).

41. R 1, *. Taylo , S. Marren, 4 F. Danner. Traini'aducationaJ.ly handicapped children to use associativeuping strategies for the organization and rer.af categorisable material.,. Research Report 042.ember 1972.,

42. R. Riegel, F. Danner, 4 A. Taylor. Steps in sequence: Training aducational_ly handicapped children to usestrategies for learning. Developmaet Report 02. November 1972.

43. A. Taylor, M. Thurlow, 6 J. Turnure. The teacher's introduction to: The loth vocabulary program. Development -Report II. March 1973.

44. J. Turnurs 4 M. Thurlow. Tbs affects of structural variations in elaboration on learning by normal and EMRchildren. Research Report 041. September 1972.

45. A. Taylor 4 K. Render. Variations of strategy training and the recognition memory of ERR children. ResearchReport /40. September 1972. (6w/cam Edueational Research Journal, in press).

46. D. Moores, C. McIntyre, 4,K. Weiss. Evaluation of program* for hearing impaired children:Research Report 039. September 1972.

47, R. Rubin. Follov-uo of applicants or adaission to graduate programs in,special education.011, July 1972.

48. D. Moores. Communication -July 1972.

Renort of 1971-72.

Occasional Paper

Some unanswered questions end acme unquestioned Gnawers. Occasional Paper 010.

49. A. Taylor 6 S. Whitely. Overt verbalisation end the continued production of effective elaboration. by EMI'children. Research Report 038. June 1972. (ftricen Journal of Metal patois:KY, in press).

50. R. Riegel, Measuring educationally handicapped children's organizational strategies by sampling overt grouping'.Research Report 137. May 1972.

51, I. Callistel, M. kyle, 1. Curren, 4 N. Hawthorne. The:%lation, of visual led auditory aptitudes to gristgrade low readers' achievement under sight-word and systematic ohmic instruction. Research Report 036.May 1972.

52. '1. CsIlistel 4 P. Fischer, Decodinekills acquired bylaw reader taught in regular clasmrooas :mina clinicalsechniame. Research Report 135. May 1972.

i.

53. J. Turnure B M. Marlow. Vetbal elaboration in children: Variations in procedures and design. ResearchReport 134. March 1972.

54. D. Krug 4 W. Bert. An orderin_- theoretic method of multidlassnpianel scaling search Report 033.March 1972.

J. Turnuie 4 S. lareen. Effects of various instruction and reinforcement conditions on the learn/nitof three-position oddity problem by nursery school children. Research Report /32. March 1972.

56. J. Turnure 4 S. lateen. Outerdirectedness in genially retarded children 'e function of sax of experi-menter and sex of subject. Research Report /31. March 1972.

57. J. Rynders 4 J. Borrobin. A mobile emit for delivering, educational services to Down's Syndrome (M.naoloid)infants. Research Report 030. January 1972. (Presented at Council for exceptional Children, SpecialRational Conference. Memphis, December, 1971).,

58. 7. Danner 6 A. Taylor. Pictures and relational imagery training in childran's,1111tlas. Research Report029. December 1971. (Journal of Experimental Child Psychology, is press .

59. J. Turnure 4 M. Marlow. Verbal elaboration phenomses is nursery school children. Research Report 028.December 1971. (Study II: Procendinis of alit Anima Convention of the Americante/thgloeicalAssociation, in press).

60. D. Moores 4 C. McIntyre. Evaluation of prove= for hearing_ impaired children: Progress report 1970-71.Research Report /27. December 1971.

: A criti us of be research. Occasional Paper h.T Literature of Research in Reeling with emphalis on Modes, Rutgers

61. S. Samuels. SuccessNovember 1971.University, 1971).

d failure in leabe

62. 8. Samuels. Attention and visual memory re rim:dist acquisition. ' Research Report 026.

63. J. Turnure A X. Thurlow:' Verbal elaboration sad thementally retarded children., 'seas ,

Fereholcu,-1973, 15, 137-148.

64. A. Taylor, M. Josberger, 6 8. Whitely: Elaboration traretarded children's recall. Research Report 2rn prase

MOO tat transfer of tr9 1.

Rovember 1971.

r 1971. Journal

65. W. Seri 4 D. [rue. An ordering - theoretic method to.detersine hierarchies mmong items. Research Report023. September 1971.

66. A. Taylor, K. &wearier, J. emmelion. Mental aleboratiqn amilearaing_lajetarded children. ResearchReport 022. September 1971. (14mnial Elehoratior sad Lean:int in IMR children, American Journalof Mental Deficiency, 1972, 77', -78).

67, J. Turnure L S. Larsen. Outerdirtcttdness ion educable mute retarded bo and i s. Research Report 121.,

September 1971. (American Journal of Mental Deficiency, in

68. R. Rranininks, T. Clasen, 4 C. Clerk. ' Prevalency of learning disabilities: Findings, issues, and

recommendations. Research Report /2 17June 1971. (Presented at Council for Exceptional Children

Convention, Mlari Reach, April, 1971).:

69. M. Thurlow I J. Turnure. Mental elaboration and the axtemion of sadistic:el research: List length

of verbal phenosiena in the mentally retarded. Research Report 019. June 1971. (Journal of Expert-

mental Child Psychology, 1972, 14 184-193.

70. C. Siegel. Three approech.s to speech retardation.' Occasional Paper 18. May 1971,

71. D. Nooree. An investigation of the psycholioguiatic-fiume onilig of deaf adolescents:: Isoearch Report

#18. May 1971. (Mceptional Children, May 1970, 36, 615-652).

71. D. Mono. Recent research on men,.rtecomunication. Occmional*Ppper /7. April 1971. 'llfeynote Address,

Division of Communication Disorders, Cornell for Exceetionol Children Annual Convention, Miami Beach. .

April 1971).

o"'

73. J. Turmas, S. Larsen, 4 X. Thurlow. Two studies dO verbal elaboration in specielpopulations. I. The

effects of brain injury: II.Evidence of tragsfer of training. Research Report 117. Apil 1971..

(Study I: American Journal of Mental Deficiency, in press).

74. R. Bruininks 4 J. Rynders. Alternatives to special class placement for educable mentally retarded

children. Occasional Paper IA. March 1971. (Focus on Exceptional Children. 1971, 3, 1 -12).

73. D. NO4COO. Deo-ors:lie* and the education of the deaf in the Soviet Union. Occasional Paper 05.

February 1971. (Exceptional Children. January 1972, 377-384).

76% D. Feldman, S. Merrinan, 4 S. Martfeldt. us.......17Jihualnestenesstresisformatiosandcondansationas criteria for creativity. Research Import 16. February 1971. rican Educational Research

Association Annual Conference, New York, February 1971).

77. 1. "roan L C. Siegel. Variations in normal speech disiliancime. Research 'Report 015. January 1971.

(Language 4 Speech, in press).

78. D. Feldman. Map understanding as a possible crysitalliser of cavities: structures.

January 1971. (American Educational Research Journal, 1971, 1 454-502).

79. J. kinder.. Industrial ari, for elementary mentally retarded children: An attempt -to redefine and

clarify goals. Occasional Paper 03. January 1971.

am D. Moore's. Education of the deaf in the United_Stetes. Occasional Paper 12. November 1970.

(Moscow Institute of Dsfectology, 1971, published in lussin).

81. R. Bruininka L C. Clark. Auditory end learning in first-. third-. and fifth-grade children. Research Report 114.

November 1970.

82. 4 8ruininks 1. C. Clark. Auditory mod visual laarningtin fine erne educable mentally retarded normal

7b., 5, 561-567).

83. I. Sruninks. Teaching cord recognition to disadvantaged boys

"perceptual ebtltiee. Research Report ill. November 1970.

1970, 3, 30-39).

casional Paper 14.

children. Research Report 3. November 1970. American Journal of Mental Deficiency, 1972,

with variations in auditory and visual(Journal of Learning Disabilities,

84. R. Rruininka L W. tucker. Chaoss and stability in correlations

Mores among disadvantaged children. Research Report #11.

Behavior, 1970, 2, 29Y-305).

83. 4. Rubin. Sam dilanguage skills. Research

February 1972).

between Intelligence and reeding testmow 1970. (Journal of Meant

O. October 7 777'

86. A. Rubin L 8. aglow. Prevalence of school

population. Research

d

Recap

87. E. leldmen A J. Station. On the relativity of giftedness: AO empirical study. Research Report 18.

Ausust 1970. (American Educational Research Annual Conference, New York, February 1971). °

88. 3, Tuners, M. Thurlow, L S. Larsen. Syntactic elaboration in the learning 4 reversal of_paired -

dentists. by young children. Research Report /7. January 1971.

89. R. Martin 4 L. lerndt. The effects of time-out on stutteriag_in a 12 year-old boy. Research Report 196.

July 1970. (Exceptional Children, 1970, 37 303-3045.

90. J, Manure L M. Welsh. The effects of varied levels of Verbal mediation on the learning end reversalof paired associates by educable mentally retarded children. Research Report 15. Jime 1970.

(Study I : *writ= Journal of Mental Deficiency., 1971, 76, 60-67. Study II: Mariam Journalof Mental Deficiency, 19717W-36i-312).

111, J. Turnure, J, linen, L N. Jones.for inducing instrumental behavior

id

retardates. Linea Report

(Merrill -Palmer tuarterly, 1973, 1

92. J. :urnurs. Reactions to Physical and social distractors by ender/stay retarded inalchildren. Inearch.leport 13. .huse 1970. (Journal of Special Education, 1970, is. 38

93. D. Moores. :valuation of .preschool programs: An interaction enlists model. Occasional Paper it.

April 1970: (genets Address, Diagnostic Muggy, Internatiosnal Congress on Deafness. Stock-

holm, Augnet 1970; also presented at Agerian Instructors of the Deaf Mandl Convention, St.Augestim, Florida, April, 1970).

9A. D. Seldom 4 W. herb:alder. Systematic scoring of ranked distractore for the eneammet ofreasoning levels. Research Report fl. March 1970. (Educational and Perchological tisseqrsuzd,s,1971, 21, 347 -362).

95. D. Feldman. The fixed-sequence hypothesis: Individual differmices is the dmentment of schoolTelenet 41410 resonate". Research RepollarnTIE

f