Does a supervised recreation program influence the personality of the deaf?

This paper discusses the effect of play on the personality of hearing impaired children.

Narration for instructional video: operation and maintenance of the Nucleus 22 Channel Cochlear Implant

This paper presents the narration for an educational video on cochlear implants and the implantation process aimed at parents and teachers of hearing-impaired children.

An analysis of vocabulary and language constructions of six series of primary readers from the standpoint of teaching the deaf

This paper discusses a study to determnine the vocabulary and language construction of primary readers and suitability for use in teaching of hearing impaired children.

Cooperative learning: helping hearing impaired students build success

This paper examines the importance of cooperative learning and its use in the education of hearing-impaired children.

A retrospective study assessing the relative clinical value of performing VRA versus ABR on infants between the ages of seven and twelve months

This paper discusses a study to test two methods of hearing screening for infants--visual reinforcement audiometry and auditory brainstem responses.

The effect and the use of the typewriter upon the reading and language of deaf children

This paper discusses a study to determine if the use of a typewriter had an effect on the reading ability of hearing impaired children.

Acceptance of deafness: a study of family strategies and needs

This paper studies the acceptance strategies used by family members of hearing-impaired children. The study looks at how parents view conferences, counseling and meetings with hearing professionals and other parents of deaf children.

The application of a specific interest inventory to the deaf

This paper discusses vocational interests of hearing impaired children.

An analysis of the achievement of deaf children on a standardized vocabulary test

This paper examines the vocabulary responses of hearing impaired children on standardized tests.

Diagnosis of the difficulties of congenitally deaf children in arithmetic reasoning

This paper examines the difficulties of arithmetic reasoning of hearing impaired children and to determine the value of remedial teaching.

Current Trends in Hearing Assistance Technology

A survey was distributed to practicing audiologists regarding the dispensing trends of Hearing Assistance Technology. Sixty-one responses were collected and analyzed revealing significant trends in HAT dispensing.

Perceptual validation of an acoustic metric for measuring vowel production by deaf children

This paper discusses a study to validate the metric developed in the Geers and Moog Cochlear Implant Study at CID to measure the speech production of hearing impaired children.

Are there hazardous auditory effects of high-frequency turbines and ultrasonic dental scalers on dental professionals?

The purpose of this pilot study was to survey dentists in the St. Louis area to assess their subjective opinion of commonly used dental handpieces as well as history of noise exposure and use of hearing protection. Selected handpieces were then chosen to measure their output levels and determine if emissions are hazardous to the auditory system.

A consumer survey designed to identify attitudes, knowledge, acceptance, and use of assistive listening devices in public facilities

This paper presents a consumer survey of hearing-impaired persons used to identify their attitudes, knowledge, acceptance, and use of assistive listening devices in public facilities.

Language experience shapes the development of the mutual exclusivity bias

Halberda (2003) demonstrated that 17-month-old infants, but not 14- or 16-month-olds, use a strategy known as mutual exclusivity (ME) to identify the meanings of new words. When 17-month-olds were presented with a novel word in an intermodal preferential looking task, they preferentially fixated a novel object over an object for which they already had a name. We explored whether the development of this word-learning strategy is driven by children's experience of hearing only one name for each referent in their environment by comparing the behavior of infants from monolingual and bilingual homes. Monolingual infants aged 17–22 months showed clear evidence of using an ME strategy, in that they preferentially fixated the novel object when they were asked to "look at the dax." Bilingual infants of the same age and vocabulary size failed to show a similar pattern of behavior. We suggest that children who are raised with more than one language fail to develop an ME strategy in parallel with monolingual infants because development of the bias is a consequence of the monolingual child's everyday experiences with words.