就学前後期聴覚障害児における感情推測に用いる準拠情報の発達評価法の検討
Sep. 2024

就学前後の軽中等度難聴児における他者感情推測の検討 社会的な制約(約束)の理解
Sep. 2023

就学前後の軽中等度難聴児における他者感情推測の検討 社会的な制約(約束)の理解
Sep. 2023

軽中等度難聴児の就学前後期の言語発達の検討: 語用と形式
Sep. 2022

就学前後期における軽中等度難聴児の言語発達と他者感情の推測能力の検討
Apr. 2022

軽中等度難聴児における他者感情の推測能力の発達に関する事例的検討
Sep. 2021

インクルーシブ環境における思春期から青年期の聴覚障害認識の構成について:当事者視点での検討
Sep. 2020

聴覚障害児における会話相手の視点取得と、感情理解との関連性の検討
Sep. 2020

わが国における聴覚障害児の早期診断・介入の実態と地域連携
Jun. 2019, [Reviewed]

聴覚障害児における他児の情動反応の理由説明に関する検討
Jun. 2019

聴覚障害児の他者の性格特性理解における社会的知識の影響　　　　　　　　　　　　　　　
野原 信; 廣田 栄子
リハビリテーション連携科学, Jun. 2018

聴覚障害児の他者の性格特性理解における社会的知識の影響
Jun. 2018

Study about the ability to explain other's intentions in conversation in children with hearing impairment: use of social knowledge.
Nohara Akira; Hirota Eiko
AUDIOLOGY JAPAN, 2018
We examined the understanding of another's intention in conversation in 45 children with hearing impairment as compared with that in 232 children of the same age with normal hearing. Three kinds of task scenes were set as context-conscious conditions requiring understanding using social knowledge and conditions without context, and the reply was requested by description.
The results suggested that children who are hard of hearing had delay in understanding intention using social knowledge, especially in tasks requiring interpersonal consideration. The relevance of the language ability as a factor to the delay was high, while there was no correlation with the hearing level.
The language ability to understand another's intention by using social knowledge is acquired from the latter part of childhood to the age of schoolchildren, but even when simple conversation is not hindered, the language development problems of hearing-impaired children are overlooked. Instead, it is necessary to consider the application of guidance.

聴覚障害児の行為場面の社会的意味理解の発達的変化に関する研究
Jun. 2017

聴覚障害児の社会的知識を背景とした他者の行為意図理解の検討
Dec. 2016

聴覚障害児の社会的知識を背景とした他者の行為意図理解の検討　　　　　　　　　　　　　　　
Apr. 2016

Descriptive Language Development in Deaf Children Relating to Intentions of Actions by Others
Nohara Akira; Hirota Eiko
The Japan Journal of Logopedics and Phoniatrics, 2014
This study examined differences in ability to explain the intentions of actions by others between deaf and typically developing children (TD). Both groups consisted of second- and third-year students in elementary school. Twenty-one deaf and 60 TD children were asked to describe the intentions of actions initiated by others. The task had two conditions: a model condition that there be two familiar scenes, and a non-model condition that there be two unfamiliar scenes. The results suggested that both groups had more difficulty explaining the non-model condition. Comparing the non-model task results of the deaf group and TD group, the content of the deaf group's explanations was simpler and patterns were fewer than those of the TD group. Correlation between the results of the deaf group and reading ability were high, and the usefulness of communication therapy based on this evaluation was suggested. We concluded that qualitative evaluation of explanations about two task conditions is necessary for examining the developmental character of explanations of intentions of actions by others in deaf children.

A Comparison of Development of Causal Inference in Deaf Children
NOHARA Akira; HIROTA Eiko
The Japan Journal of Logopedics and Phoniatrics, 20 Jan. 2013
This study examined the difference in causal inference development between deaf and hearing children (NH). The deaf group consisted of 21 second- and third-year students in a school for the deaf. The NH group included 61 3- to 6-year-olds. Both groups were asked about three causal inference topics (natural or phenomenon change, living/nonliving property). By analyzing the results in terms of domain knowledge and conceptual stage, the causal characteristic in the deaf group was examined. The results showed that development of a causal explanation was difficult in the order of phenomenon change, living/nonliving property, and natural phenomenon, and showed a tendency similar to the NH group (4- to 6-year-old level). The deaf group was subdivided into two groups based on individual results. In the excellent score group, both phenomenon change and living/nonliving property were good but natural change was lower. The low score group showed delay in living/nonliving property and natural change, especially in the conceptual stage. These results suggest that it may be effective for understanding of causal explanation development to evaluate three topics using two terms (domain knowledge, conceptual stage).

就学前後期聴覚障害児における感情推測に用いる準拠情報の発達評価法の検討　　　　　　　　　　　　　　　
Sep. 2024

聴覚障害児・盲ろう児の早期発達支援のための研修プログラムの開発と展開 当事者のWell-beingの視点から　　　　　　　　　　　　　　　
Sep. 2024

Study about the development of emotional understanding during conversation and related factors in children with hearing loss
Nohara Akira; Hirota Eiko
AUDIOLOGY JAPAN, 2021

The results of emotional understanding tasks were examined in 45 children with hearing loss (average age, 10 years 4 months) and 232 children of the same age without hearing loss (average age 9 years 10 months). The task conditions consisted of two types of conversational situations that evoked positive and negative emotions, and two perspectives of the character and the target child. They were asked about emotional perception and emotional explanation in the conversational scenes. The results revealed that children with hearing loss showed reduced sharing of emotional perceptions of negative emotional situations. Their emotional explanation involved elements of verbal ability. The results of this study indicate that it is important to focus on the emotional aspects of conversation, add explanations, and promote emotional understanding to support language development in children with hearing loss.

, Japan Audiological Society

幼稚園児における他児の行動に関する動機説明の発達的検討
2010

幼稚園児における因果推論の発達に関する研究
野原 信; 廣田 栄子
音声言語医学, Jan. 2008
日本音声言語医学会