Brainscape's Knowledge GenomeTM


Top Flashcards (Certified)
All Flashcards

deaf 381 > humphrey ch 8-13 > Flashcards

humphrey ch 8-13 Flashcards

(66 cards)

Start Studying
1
Q

helper philosophical frame

A

views deaf people as less than, they need help because have limited abilites

How well did you know this?
1
Not at all
2
3
4
5
Perfectly
2
Q

conduit/machine philosophy

A

views deaf people as needing to learn to take care of themselves/ no responsibility/ confuses quantity over quality

How well did you know this?
1
Not at all
2
3
4
5
Perfectly
3
Q

communication facilitation philosophy

A

views deaf people as part of handicapped population/ english > ASL/ emphasis on white professionalism

How well did you know this?
1
Not at all
2
3
4
5
Perfectly
4
Q

bilingual/bicultural philosophy

A

recognizes deaf people as a minority group/ recognizes ASL as language and Deaf culture / provides interpretations not transliteration

How well did you know this?
1
Not at all
2
3
4
5
Perfectly
5
Q

the nature of english

A

orally expressed language/ linear sequencing/ requires listener to determine meaning based on explicit and implicit info/ SVO

How well did you know this?
1
Not at all
2
3
4
5
Perfectly
6
Q

english indirect

A

multiple meaning lexical items

How well did you know this?
1
Not at all
2
3
4
5
Perfectly
7
Q

english time/tense markers

A

conjugated verbs indicate tense of verb in each sentence/ Elaborate verb tense system allows incidents to be told without
following real-time sequencing

How well did you know this?
1
Not at all
2
3
4
5
Perfectly
8
Q

english negation/affirmation

A

The addition of words or phrases is used to affirm or negate the
verb or verb phrase/ Vocal intonation sometimes used to indicate affirmation or
negation

How well did you know this?
1
Not at all
2
3
4
5
Perfectly
9
Q

english voice

A

Comfortably uses both passive and active voice constructions/ Passive voice is more frequently used at high-consultative and
formal registers

How well did you know this?
1
Not at all
2
3
4
5
Perfectly
10
Q

english prepositions

A

used to provide information
regarding the relationship of a noun to another noun

How well did you know this?
1
Not at all
2
3
4
5
Perfectly
11
Q

english adjectives

A

used to describe a noun

How well did you know this?
1
Not at all
2
3
4
5
Perfectly
12
Q

english adverbs

A

used to describe verbs

How well did you know this?
1
Not at all
2
3
4
5
Perfectly
13
Q

english affect markers

A

conveyed through production of words and sometimes the use of facial and body-based markers

How well did you know this?
1
Not at all
2
3
4
5
Perfectly
14
Q

english conditionals

A

marked by intonation and specific lexical groups (ex. if/then)

How well did you know this?
1
Not at all
2
3
4
5
Perfectly
15
Q

english numbers

A

cardinal: (1, 2, 3), ordinal: (1st, 2nd, 3rd)

How well did you know this?
1
Not at all
2
3
4
5
Perfectly
16
Q

english pronouns

A

number neutral (we, they) or gender specific (he, she)

How well did you know this?
1
Not at all
2
3
4
5
Perfectly
17
Q

the nature of ASL

A

spatial, based on visuals and conveyance of ideas and info, production takes longer

How well did you know this?
1
Not at all
2
3
4
5
Perfectly
18
Q

ASL direct

A

strong association to reality, specifications

How well did you know this?
1
Not at all
2
3
4
5
Perfectly
19
Q

ASL time/tense marker

A

tense stated before verb, info usually ordered in real-time sequencing

How well did you know this?
1
Not at all
2
3
4
5
Perfectly
20
Q

ASL negation/affirmation

A

can be lexicalized items but also can be a nod or head-shake

How well did you know this?
1
Not at all
2
3
4
5
Perfectly
21
Q

ASL voice

A

active voice (can be passive in some instances)

How well did you know this?
1
Not at all
2
3
4
5
Perfectly
22
Q

Classifiers

A

real-world classifiers: take on life-size proportions and sometimes look a
bit like a reduced form of mime when being produced
abstract classifiers: smaller than life-size; their shape and movement is less
iconic than real-world classifiers

How well did you know this?
1
Not at all
2
3
4
5
Perfectly
23
Q

ASL affect markers

A

visual, conveyed through modified signs, facial markers, and body movements

How well did you know this?
1
Not at all
2
3
4
5
Perfectly
24
Q

ASL conditionals

A

marked by brow raise and head shift

How well did you know this?
1
Not at all
2
3
4
5
Perfectly
25
ASL numbers
multiple systems depending on topic
26
ASL pronouns
generally gender neutral and number specific
27
basic components of interpreting models
intake of SL while being environmentally aware, identifying SL goal/intent, identifying schema, search for TL elements to produce equivalent interpretation, monitors internal/external feedback
28
Taking in SL physical requirements
Be able to see/hear incoming utterance, Physical and mental endurance required to focus and sustain attending skills, Patience to wait - not to rush the process
29
Taking in SL cognitive competence
Close skills in ASL and English, Ability to extract meaning from linguistic forms quickly and discard SL "dressing", Ability to store, connect, and retrieve quickly
30
Taking in SL linguistic and cultural requirements
Bilingual competence - familiar with range of registers in each language, Bicultural competence - know how speakers accomplish various goals in culturally appropriate ways, Proper use of turn-taking, turn-retaining and reciprocal signals in each language/culture
31
Taking in SL social competence
Social skills and cultural finesse to support effective interpersonal interactions in a variety of settings
32
analyze deep structure meaning cognitive competence
ability to think and listen critically, disciplined reasoning, awareness of internal biases
33
Analyze deep structure meaning linguistic and cultural requirements
able to recognize rhetorical structures, euphemisms, metaphors, etc in both languages
34
Apply contextual/schema screen cohort groups
able to identify cohort memberships and retaining for TL formulation
35
apply contextual/ schema screen schema
Ability to deduce similarities and differences in participant background and experiences that may be influencing the communication and interpersonal dynamics
36
apply contextual/schema screen contextual factors
ablility to predict contextual factors and adept to modifying predictions as needed
37
formulate/rehearse equivalent message linguistic competence
Bilingual finesse, including mastery of wide range of lexicon, registers and discourse formulation
38
formulate/rehearse equivalent message cultural competence
Bicultural expertise, able to appropriately express a variety of goals, engage in turn-taking, turn-maintaining, incorporation of emotional overlays, etc.
39
formulate/rehearse equivalent message linguistic and cultural adaptations
able to use bicultural expertise and consistently makes TL selections that expresses intended info and SL goals
40
process multi-tasking and monitoring
confirming comprehension/asking for clarification/slowing the process to allow for movement/checking and correcting errors/verifying consumer comprehension and maintenance of interpersonal dynamics
41
interpreter must be assessing contextual factors and tasks including:
working with rehearsed/read tests, working with uninitiated consumers, when to use first person, how to ask for clarification, when to use consecutive form
42
spoken language interpreting
first seen as profession in 1919 Paris Peace Conference
43
Interpreter Education for spoken language interpreters
generally requires BA degree in languages specialized
44
Spoken Language v ASL interpreter
spoken language: shorter history of testing, certification, and professional associations than ASL interps
45
legislation
The field of spoken and sign language interpretation has been significantly influenced by federal legislation in the United States.
46
RID (Registry of Interpreters for the Deaf)
EST. 1964 at Ball State Teacher's College
47
RID Certification 1972-1989
Deaf Int: Reverse Skills Certificate: successful completion of two sign-to-voice portions with 75% accuracy or above Hearing Int: Comprehensive Skills Certificate: successful completion of all segments with 75% or above accuracy (partial certification awarded when accuracy is 75% in one segment and 60-74% in all other segments)
48
RID Certification 1988-2000
Hearing Int: CI and CT: written exam completion to performance exam completion (either interpretation exam or transliteration exam)
49
RID Certification 2000-now
Hearing Int: NAD-RID NIC: part one: written test on 10 competency areas; part two: professionalism interview and skills exam Deaf Int: CDI: part one: written test on knowledge if Deaf interpreting and professionalism; part two: skills exam
50
professionals...
hold client's interest, certified, have defined practice, adhere to ethics, trustworthy, able to deal with sensitive info, avoid inappropriate involvement
51
Code of Ethics and Guidelines for Professional Conduct
found in variety of professions, grow out of meta-ethical principles, set of behavioral standards, require a well-developed sense of self and critical thinking skills
52
Goals of professional codes
educate members on what is in/appropriate behavior, develop professional goals and norms, deter immoral conduct, discipline offenders, protect the public from unethical practitioners
53
Values of the AVLIC and RID Code of Ethics
the right for all to be treated fairly and with respect, respect of privacy, right of all to take charge of personal and business affairs without third-party influence, right of free communication, right of individuals to be aware of cost of service, belief that professionals can learn, good judgement, belief in value of life-long learning and personal development
54
steps in critical thinking and decision making
write down all options, identify consequences, collect and review facts, review consequences in light of facts, review options, rank options, act, review action, logged what you learned
55
Sources of Support
professional growth support group, mentoring or twinning
56
religious settings
generally involves four types of events: religious services, funerals, weddings, and special events. Specific signs vary from church to church to reflect their unique theology.
57
Educational Settings
includes preschool, elementary, secondary, and post-secondary environments. The role and responsibilities of an interpreter varies depending on specific setting.
58
Working with a Deaf Interpreter
You should work with a Deaf Interpreter (DI) when the deaf customer's communication is affected by special circumstances. This might include having a physical or mental development issue, being unfamiliar with standard ASL, or otherwise using non-standard ASL.
59
Interpreting in Medical Settings
can be divided into medical appointments and laboratory/hospital procedures.
60
Legal Settings
includes attorney-client appointments, police interactions, and courtroom proceedings; courtroom proceedings involve civil, criminal, and administrative hearings. Clients may be adults or juveniles in the role of plaintiff, defendant, victim, witness, a member of the jury, or a family member of a plaintiff, defendant, victim or witness.
61
Mental Health and Psychiatric Settings
can be divided into psychiatric testing and evaluation, outpatient group or individual therapy sessions, inpatient group or individual therapy sessions.
62
Interpreting for Conferences
is a specialized type of platform interpreting; usually takes place over several days with a unifying theme; papers and speakers are usually available in advance; specialized terminology is usually used.
63
Theatrical or Performing Arts
interpreter often becomes "a part of the show;' dressing in costume, moving in a large, dramatic signing space, physically portraying a variety of characters or personifying the rhythm of music; the performers sometimes interact with the interpreter in a way that is not considered appropriate in other settings.
64
Interpreting in Social Service Settings
includes welfare applications, interactions with child welfare authorities, matters heard at a Board of Tenant Relations, 12-step meetings, etc ..
65
Personal Settings
covers family reunions, family "encounters': confrontations with neighbors, personal purchase, etc.; highly unpredictable and potentially emotional.
66
Interpreting with a Team
This involves a team of 2 or more interpreters working together to interpret a single text or presentation.,

deaf 381 (1 decks)

Brainscape helps you reach your goals faster, through stronger study habits.
© 2025 Bold Learning Solutions. Terms and Conditions