Co-viewing an Educational Video: A Pilot Study About Mother-DHH Child Interaction.

This study analyzes the mother-child interaction that takes place after co-viewing an educational video, comparing a group of 12 Spanish hearing mothers of deaf or hard of hearing (DHH) 7- to 9-year-olds and a group of 12 Spanish mothers of an age-matched cohort of children with typical hearing (TH). The results show that, in order to ascertain what the children have understood from the video, the mothers of the DHH children ask significantly more questions than the mothers of children with TH. Regarding the strategies that they use to prompt their children to explain the video, the mothers of the DHH children make reference most of all to shared experiences and focus their attention on contents of the video, whereas the mothers of children with TH tend to encourage their children to begin or continue the explanation of the video. The age of the hearing mothers was not found to have any effect on these results.

Comprensión de emociones en alumnado con implante coclear de 3 a 6 años. Factores influyentes / Comprehension of emotions in children with cochlear implant from 3 to 6 years. Influencing factors

Antecedentes: Laugen et al. (2017) plantean que los infantes con implante coclear (IC) muestran habilidades similares a sus pares oyentes en la comprensión de las emociones, pero algún estudio señala lo contrario (Wiefferink et al., 2013). En este colectivo son escasas las investigaciones con evidencias concluyentes respecto al tema, así como en cuanto a los posibles factores influyentes tales como la edad cronológica, la edad de implantación, la experiencia auditiva, el tipo de ayuda auditiva y la presencia de hermanas/os. Los objetivos del estudio son: a) describir la comprensión de emociones en preescolares con IC en comparación con la descrita en la literatura en sus pares de edad con desarrollo típico y b) estudiar cómo los factores: edad cronológica, edad de implantación, experiencia auditiva, tipo de prótesis auditiva y presencia de hermanos se relacionan con la comprensión de emociones en preescolares con IC. Metodología: Estudio transversal. Participantes: 18 infantes (7 niñas y 11 niños) portadores de IC, entre 3 y 6 años de edad cronológica (promedio 4.44), sin enfermedades asociadas y con un mínimo de 6 meses de edad auditiva (promedio de edad auditiva: 2.17). La comprensión de las emociones se evaluó mediante el Test de Comprensión Emocional (TEC) de Pons y Harris (2000). Resultados: Entre los hallazgos encontramos la existencia de correlación entre la edad cronológica con el reconocimiento de expresiones emocionales y comprensión de emociones mixtas. Siendo el hallazgo más relevante la influencia de la presencia de hermanas/os para la comprensión del papel de las creencias en las emociones.(AU)

Background: Laugen et al. (2017) suggest that children with a cochlear implant (CI) show similar abilities to their hearing peers in comprehension of emotions, but some studies point out the opposite (Wiefferink et al., 2013). In this group, there is little research with conclusive evidence regarding the subject, as well as chronological age, age of implantation, hearing experience, type of hearing aid and presence of siblings. The aims of the study are: a) to describe the comprehension of emotions in preschool children with CI compared to that described in the literature in their age peers with typical development and b) to study how the factors: chronological age, implantation age, hearing experience, type of hearing aid and presence of siblings are related to the comprehension of emotions in preschoolers with CI. Methodology: Cross-sectional study. Participants: 18 preschool children with CI (11 girls and 7 boys), between 3 and 6 years of chronological age, without associated pathologies and with at least 6 months of hearing age. Comprehension of emotions was assessed using the Pons & Harris (2000) Emotional Comprehension Test (TEC). Results: Among the findings we found the existence of a significant correlation between chronological age with the recognition of emotional expressions and comprehension of mixed emotions. The most relevant finding being the influence of the presence of siblings for understanding the role of beliefs in emotions. Conclusions: Children with CI follow their evolutionary progress according to chronological age and it seems to us of great interest to delve into the effect of phratries and family interactions on the development of emotional competencies with specific studies designed to study this type of relationship, ideally with broader sample. The results suggest implications for family orientation and lines of research such as exploring the effect of the family environment.(AU)

Reading and Theory of Mind in Adolescents with Cochlear Implant.

Previous research has shown a possible link between reading comprehension and theory of mind (ToM), but these findings are unclear in adolescents with cochlear implants (CI). In the present study, reading comprehension and ToM were assessed in adolescents with CI and the relation between both skills was also studied. Two sessions were performed on two groups of adolescents aged between 12 and 16 years of age (36 adolescents with CI and 54 participants with typical hearing, TH). They were evaluated by means of a standardized reading battery, a false belief task, and Faux Pas stories. The results indicated that reading and cognitive ToM were more developed in the TH group than in adolescents with CI. However, early-CI and binaural group performance were close to the TH group in narrative and expository comprehension and cognitive ToM. The results also indicated that cognitive ToM and reading comprehension appear to be related in deaf adolescents.

Tecnologías auditivas actuales y desarrollo gramatical infantil / Current auditory technologies and childhood gramatical development

Las nuevas tecnologías audioprotésicas proporcionan a los niños sordos una discriminación de la palabra impensable hace unos años. El objetivo de este estudio es analizar el desarrollo gramatical de niños sordos que emplean dichas tecnologías y comprobar qué variables inciden en las diferencias interindividuales. Se ha evaluado a 32 niños de entre 3 y 7 años con pérdidas auditivas prelocutivas bilaterales superiores a 70 dB, que emplean audífono de programación digital o implante coclear unilateral o bilateral. A cada participante se le administró la prueba Escalas de Desarrollo del Lenguaje de Reynell III, que incluye una escala de comprensión verbal y otra de lenguaje expresivo. Los resultados muestran que solo un 30% de los participantes alcanza un desarrollo lingüístico normalizado. En la escala de comprensión, la dificultad comienza en oraciones que relacionan más de 2 elementos, y se hace muy patente en pasivas y subordinadas. En expresión, la gramática que resulta más compleja a la mayoría es la correspondiente a la edad de 3 años. Y también se detectan dificultades importantes en la flexión de verbos en pasado, tercera persona y plural de sustantivos. La edad de colocación de la prótesis o el implante resulta ser la variable más explicativa, y a ella se suma el nivel sociocultural familiar (AU)

The new auditory technologies provide deaf children with auditory speech discrimination that was unthinkable a few years ago. The aim of this study was to analyze grammatical development in deaf children using new auditory technologies, and to confirm which variables account for intersubject differences. We evaluated 32 children (aged 3-7 years) with bilateral and congenital or pre-speech deafness and hearing loss greater than 70 dB, who used digital hearing aids or cochlear implants. The Reynell Developmental Language Scales III was administered in each child. The results showed that only 30% of the participants demonstrated age-appropriate language skills. In language comprehension, sentences connecting more than 2 elements caused difficulties, which were greater when these sentences were passive and subordinate. In expressive language, a grammatical level equivalent to that in 3-year-olds caused the most difficulty for most of the participants. Expressive language related to inflections of past tense and third person verbs, and plural noun construction also caused difficulties. The most explanatory variable was age at implantation and at prosthesis fitting in deaf children. The family's sociocultural level was also important (AU)

La interpretación de los adolescentes sordos y oyentes de un documental audiovisual: importancia del subtitulado / Interpretation of an audiovisual documentary by deaf and hearing adolescents: the importance of subtitling

Este estudio indaga en la tipología de textos expositivos, menos explorada que la de los textos narrativos. El principal objetivo es analizar la interpretación de un documental audiovisual por parte de 2 grupos de adolescentes —un grupo formado por 20 adolescentes oyentes y otro formado por 20 adolescentes sordos de 12 a 19 años— y valorar la contribución de los subtítulos en la interpretación del grupo de adolescentes con sordera. El documental utilizado relata contenidos propios de la materia de Ciencias Sociales, Geografía e Historia exigidos en el Currículum Obligatorio de Secundaria. Después de visionarlo se solicitó a los participantes que escribieran los contenidos que en él se relatan. Los resultados indican que existen diferencias significativas en la interpretación del audiovisual, tanto en el menor número de contenidos que escriben los adolescentes sordos como en el tipo de contenidos que más suscitan su atención, pero que, en cambio, estas desaparecen cuando los adolescentes sordos visionan el documental con subtítulos(AU)

This study investigated types of expository texts, which have been less explored than narrative texts. The main objective was to analyze the interpretation of an audiovisual documentary by 2 groups of adolescents, one group of 20 hearing adolescents and another group of 20 deaf adolescents aged 12 to 19 years, and to assess the contribution of subtitles to the interpretations of the group with hearing loss. The documentary contained material on the social sciences, geography and history curricula required by compulsory secondary education. After viewing the documentary, the participants were asked to list its contents. The results showed significant differences in the interpretation of the documentary, both in the lower number of contents noted by deaf adolescents and in the type of content that most attracted their attention. These differences disappeared when the deaf adolescents viewed the film with subtitles(AU)

Graphical representations of a television series: a study with deaf and hearing adolescents

The understanding of a television story can be very different depending on the age of the viewer, their background knowledge, the content of the programme and the way in which they combine the information gathered from linguistic, audio and visual elements. This study explores the different ways of interpreting an audiovisual document considering that, due to a hearing impaired, visual, audio and linguistic information could be perceived very differently to the way it is by hearing people. The study involved the participation of 20 deaf and 20 hearing adolescents, aged 12 to 19 years who, after watching a fragment of a television series, were asked to draw a picture of what had happened in the story. The results show that the graphical representation of the film is similar for both groups in terms of the number of scenes, but there is greater profusion, in the deaf group, of details about the context and characters, and there are differences in their interpretations of some of the sequences in the story (AU)

La comprensión de una historia de la televisión puede ser muy diversa según la edad del espectador, sus conocimientos previos, el contenido del programa, y la manera como combina los elementos informativos lingüísticos, sonoros y la imagen visual. Este estudio explora las distintas maneras de interpretar un documento audiovisual considerando que, debido a un déficit auditivo, las informaciones visuales, sonoras y lingüísticas pueden ser percibidas de forma distinta a como lo hacemos los oyentes. En el estudio han participado 20 adolescentes sordos y 20 oyentes, de 12 a 19 años, a los que, tras visionar un fragmento de una seria televisiva, se les solicita que hagan un dibujo de lo que sucede en la historia. Los resultados indican que la representación gráfica del film es similar en ambos grupos en cuanto al número de escenas, pero difieren en la mayor profusión, en el grupo de adolescentes sordos, de detalles contextuales y de personajes, así como en la interpretación de alguna de las secuencias de la historia (AU)

Graphical representations of a television series: a study with deaf and hearing adolescents.

The understanding of a television story can be very different depending on the age of the viewer, their background knowledge, the content of the programme and the way in which they combine the information gathered from linguistic, audio and visual elements. This study explores the different ways of interpreting an audiovisual document considering that, due to a hearing impaired, visual, audio and linguistic information could be perceived very differently to the way it is by hearing people. The study involved the participation of 20 deaf and 20 hearing adolescents, aged 12 to 19 years who, after watching a fragment of a television series, were asked to draw a picture of what had happened in the story. The results show that the graphical representation of the film is similar for both groups in terms of the number of scenes, but there is greater profusion, in the deaf group, of details about the context and characters, and there are differences in their interpretations of some of the sequences in the story.

Comprehension of television messages by deaf students at various stages of education.

Since television captioning first became available in Spain, advances have occurred on two fronts: a progressive increase in the number of programs with captions and improved captioning technology. The present study explores the effectiveness of captioning through analysis of deaf viewers' comprehension, taking into account the contribution of the program's verbal and visual information. The study participants, comprising two groups of deaf students at different educational stages, were asked to explain what they had understood after watching a film under two conditions: voice and sound but without captions; and voice, sound, and captions. Results indicate that deaf students have difficulty accessing the information even under the voice/sound/caption condition, not only due to their level of reading ability but also to the speed of caption presentation when oral content is literally transcribed on the screen in its entirety.

Conversational skills in a semistructured interview and self-concept in deaf students.

The starting point for this study is the importance of linguistic competence in deaf students as part of their process of socialization and the formation of their self-concept. With the 56 deaf students who participated in the research, we consider the following sociodemographic variables: age, sex and degree of hearing loss, and the educational factor with respect to the mode of mainstream schooling. Self-concept was explored using the Spanish version of the Self Development Questionnaire (SDQ; I. Elexpuru, 1992) and the TST-Who Am I? test, adapted from M. H. Kuhn and T. S. McPartland (1954). To obtain the data for conversational competence, a conversation was held with a hearing adult. An explanation is given of the criteria for pragmatic analysis. The main results highlight the relationship between positive self-concept and most aspects of conversational competence. The study concludes with pedagogical procedures for integration, including specific strategies for teaching conversational skills to deaf pupils through nondeaf pupils and vice versa.