Intelligence and achievement as related to central deafness in children

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dc.contributor.author Hemeyer, Kathleen en_US
dc.date.accessioned 2011-06-03T19:32:09Z
dc.date.available 2011-06-03T19:32:09Z
dc.date.created 1973 en_US
dc.date.issued 1973
dc.identifier LD2489.Z9 1973 .H46 en_US
dc.identifier.other P630B z en_US
dc.identifier.uri http://cardinalscholar.bsu.edu/handle/handle/181683
dc.description.abstract The phenomenon known as central deafness is a disability which is puzzling to researchers. The name itself is confusing, because central deafness does not cause a loss of hearing acuity; pure tone tests, conventional speech results, and site of lesion tests all fall within normal limits. The situation is complicated further by the fact that very little is known about the incidence of central deafness in the general population (Matkin and Olsen, 1971). It has not been determined whether this lack of knowledge is due to the fact that central deafness is an extremely rare phenomenon involving a minimal proportion of the population, or to the fact that, in the past, very few tests designed to identify persons with central lesions have been available to the audiologist. It has been only within the past twenty years that tests for central auditory functioning and abilities have been developed. Authorities claim that the tests which most effectively identify central auditory impairments are reduced redundancy tests (Bocca and Calearo, 1963) and competing message tests (Katz, 1968).Because of the previous unavailability of tests suitable for identifying central lesions, it is presently unknown whether central deafness is a disability occurring only one time in a million, or whether it is a rather common problem that has remained unnoticed and undiagnosed. It also remains to be determined exactly what effect the presence of central deafness may have on the over-all functioning of an individual. The effects of central deafness, if it is a rather common problem, could be particularly disruptive in a young, school-age child. The disability could result in school performance which would indicate that the child was low in achievement, and therefore, in many cases, low in aptitude, even though the problem was caused by a factor which was definitely not related to intelligence. In view of these problems, it is important to determine the presence or absence of central auditory impairment in school children. It is the purpose of this study to determine the rate of central deafness in high and low achieving students.The Flowers-Costello Tests of Central Auditory Abilities, containing both reduced redundancy (low pass filtered speech) and competing message tests, will be administered to ten high achieving and ten low achieving (as determined by the Iowa Tests of Basic Achievement) students enrolled in third grade at a public school. The subjects will also receive a non-language based intelligence test, the Leiter International Performance Scale. Results will be analyzed by mean, standard deviation, correlation coefficient, and 't' tests as specified in the Procedures chapter of this study. en_US
dc.format.extent 26 leaves ; 28 cm. en_US
dc.source Virtual Press en_US
dc.title Intelligence and achievement as related to central deafness in children en_US
dc.type Research paper (M.A.), 4 hrs. en_US
dc.description.degree Thesis (M.A.) en_US
dc.identifier.cardcat-url http://liblink.bsu.edu/catkey/844405 en_US


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  • Research Papers [5068]
    Research papers submitted to the Graduate School by Ball State University master's degree candidates in partial fulfillment of degree requirements.

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