Masters Thesis

The performance of deaf and hearing children on a task of reasoning ability.

The present study explored the contention that deaf children are deficient in the use of implicit verbal skills presumed necessary for the solution of a complex reasoning problem. Deaf children between the ages of eight and thirteen were matched by age to normal hearing children. Four problems were presented which differed in the number of inductive steps necessary for solution. Main treatment effects did not reach statistical significance; however, the group x problem interaction approached statistical significance (.05 p .1). Discussion suggests a primary auditory mode of coding and information stoiage for hearing Ss and a visual code for deaf. Furthermore, the code of information storage may influence the utility of particular strategies by which individuals will solve formal reasoning problems.

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