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Volume 40, Issue 1
Displaying 1-8 of 8 articles from this issue
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Michinori FUJIKANEArticle type: Article
2002 Volume 40 Issue 1 Pages 3-12
Published: May 31, 2002
Released on J-STAGE: July 28, 2017
JOURNAL FREE ACCESSThe present study investigated the establishment of vocal requests in a child with a severe developmental disability who had difficulty imitating others' vocal models. In Experiment 1, the effect of the child's own vocal sounds on his frequency of vocalization was examined. In Conditions A and B, a tape of the sound "DA" was played repeatedly. In Condition A, the child's own "DA" was used, whereas in Condition B, the trainer's "DA" was the model. In Condition C, a control procedure, no sound was played back. Although the results revealed no differences in total frequency of vocalization among the 3 conditions, the child's frequency of vocalization of "DA" was highest in Condition A, whereas no difference was found between Conditions B and C. It was concluded that the child's own vocal sound facilitated his imitation of that sound. Experiment 2 investigated how to establish vocal requests by using the child's own vocal sounds. It was predicted that having the child observe himself through "artificial self-modeling," defined as a condition in which an individual observes him/herself repeatedly on videotape engaging in a target behavior that the individual cannot actually perform, would facilitate modeling. After the modeling videotape had been repeatedly shown, the child's behavior was observed in natural settings in which the trainer simply waited (time delay) for the child to produce a vocal request after the child had made a non-vocal request. The results showed that the child acquired functional use of vocal requesting following exposure to the artificial self-modeling and time-delay procedures.View full abstractDownload PDF (1064K) -
Masako ABE, Sawa SAITO, Kunihiko ENDOArticle type: Article
2002 Volume 40 Issue 1 Pages 13-23
Published: May 31, 2002
Released on J-STAGE: July 28, 2017
JOURNAL FREE ACCESSWe examined the relation between identification of /ba/-/wa/ synthesized stimuli and the discrimination of formant transitions. Participants in the experiments were 18 persons over 60 years of age (61-76 years old) and 16 younger adults (18-42 years old). The results were as follows: (1) The /ba/-/wa/ judgments were less accurate and formant transition discriminations were poorer in the older participants, compared to those by the younger participants. (2) A middle correlation between category sharpness and the difference limen of the formant transition was observed. These findings suggest that in the participants over 60 years old, poor performance in formant transition discrimination affected the accuracy of their /ba/-/wa/ category judgments. A high correlation was also found between the position of the category boundary and the difference limen of the formant transition.View full abstractDownload PDF (1051K) -
Mayumi SHIRASAWA, Sawa SAITOArticle type: Article
2002 Volume 40 Issue 1 Pages 25-39
Published: May 31, 2002
Released on J-STAGE: July 28, 2017
JOURNAL FREE ACCESSAlthough the demand for sign language interpreters has increased dramatically in recent years, very little scientific study has focused on the process of sign language interpretation. In the present paper, 4 characteristics of task components of simultaneous interpretation from standard Japanese to Japanese sign language were analyzed: quantitative aspects, temporal aspects, interpretation from standard Japanese to sign language, and sign language expressions used in the interpreted message. The results indicated that the percentage of the source message that was interpreted varied from 50% to 90%, according to the ability of the interpreter. However, all the interpreters participating in the present study always interpreted the key phrases of the source messages. The time lag between the source message and its interpretation varied from 1 to 4 seconds. The reason for this was differences in the size of the interpreter's unit: individual words (word-by-word interpretation) or whole sentences. In the interpretation process, variations such as substitutions, additions, and omissions, changed the original message. In particular, the amount of compression/unification and omission was closely related to the percentage interpreted. Moreover, 70% of the signed expressions used by the interpreters were in citation form. Clear pauses to provide time for the signing would result in easier understanding of the interpreted expression.View full abstractDownload PDF (1732K) -
Michio KOJIMA, Yukie IKEDAArticle type: Article
2002 Volume 40 Issue 1 Pages 41-49
Published: May 31, 2002
Released on J-STAGE: July 28, 2017
JOURNAL FREE ACCESSOne purpose of the present study was to examine the antecedents of emotions and discover the display rules for understanding the emotions in individuals with Down syndrome. Participants in the study were 15 individuals with Down syndrome and 16 with other types of mental retardation whose chronological and mental ages were controlled. The results showed that the antecedents of emotions in the individuals with Down syndrome were not significantly different from those of the persons with other types of mental retardation. Both the antecedents of emotions and the display rules were related to mental age. Assessments of these individuals by teachers or guardians were evaluated in order to examine their emotional self-regulation in natural social conditions. The results were as follows: the persons with Down syndrome were not significantly different from the participants with other types of mental retardation. Also, emotional self-regulation was not related to gender. Examination of the relation between understanding emotion and emotional self-regulation revealed that the display rules were significantly correlated with emotional self-regulation. It was concluded that emotional self-regulation in individuals with and without Down syndrome is related to their ability to recognize the display rules.View full abstractDownload PDF (995K) -
Yeonhee HWANG, Toru HOSOKAWA, Yoshihisa ABEArticle type: Article
2002 Volume 40 Issue 1 Pages 51-60
Published: May 31, 2002
Released on J-STAGE: July 28, 2017
JOURNAL FREE ACCESSThe purpose of the present paper was to obtain information about the education of students with learning disabilities (LD), with a focus on their participation in resource rooms. We surveyed speech-impairment resource-room teachers, in order to clarify the extent of involvement of students with learning disabilities, and to find out the curriculum content and instructional methods that are used with them. Of 283 questionnaires sent out, 142 returns (50.2%) were useable. The results showed that students with learning disabilities who were not eligible for instruction in a resource room were, however, actually given such instruction. Only 6.8% of the students involved in resource rooms were students with learning disabilities. Urging motivation to do tasks, enhancing self-esteem, and improving pronunciation and communication skills were considered to be especially important curriculum for students with learning disabilities who are being taught in a resource room. It was found that most resource room teachers offer counseling and advice about interactions with regular class teachers.View full abstractDownload PDF (1006K) -
[in Japanese]Article type: Article
2002 Volume 40 Issue 1 Pages 61-69
Published: May 31, 2002
Released on J-STAGE: July 28, 2017
JOURNAL FREE ACCESS -
[in Japanese], [in Japanese]Article type: Article
2002 Volume 40 Issue 1 Pages 71-81
Published: May 31, 2002
Released on J-STAGE: July 28, 2017
JOURNAL FREE ACCESS -
[in Japanese]Article type: Article
2002 Volume 40 Issue 1 Pages 83-88
Published: May 31, 2002
Released on J-STAGE: July 28, 2017
JOURNAL FREE ACCESSDownload PDF (744K)
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