Introduction Flashcards
(12 cards)
Sound
Sound is the compression and rarefaction of particles in air (or another medium)
- sound cannot travel without a medium
Compression and Rarefaction
Compression: particles getting closer together
—maximal compression is the “peaks” of a sound wave (maximum displacement)
Rarefaction: particles getting farther apart
—maximal rarefaction is the “valleys” of a sound wave (maximum displacement)
Amplitude
The difference between compression and rarefaction; the maximum displacement of particles from equilibrium (no compression/rarefaction)
- aka power; the strength of a pressure wave
- perceived as loudness
- independent of frequency
Frequency
The frequency of a full cycle of compression & rarefaction occurring
- perceived as pitch
- higher frequency = higher pitch
‘Oralism’
The idea that deaf people should be taught to use and understand spoken language (via lip reading), and interact with hearing people
- based on the view that oral communication (speech) is superior to sign language, that sign language is not valid, that deaf people should “integrate” with hearing people, that deafness is something to be corrected
Language deprivation
Withholding language from a child/person
- Deaf individuals may unfortunately experience language deprivation if parents refuse to allow their child to learn sign language before pursuing hearing interventions
- Language deprivation has critical effects on emotional, cognitive, and linguistic wellbeing
- Withholding language during the critical period for language acquisition can result in difficulties with acquiring any language (spoken or signed)
- Hearing interventions can fail, and may not always be “successful” to the point where a child is effectively able to acquire spoken language
Why can’t sound exist in a vacuum?
Sound cannot exist in a vacuum because a vacuum is a space devoid of matter (or with extremely low matter). Sound waves require a medium to propagate—in the first place, sound waves are the result of particle rarefaction and compression. Without particles, sound does not exist.
If a tree falls in the forest and nobody’s around to hear it, acoustically, is it likely to make a sound?
Yes. Sound is the result of particle compression and rarefaction (i.e. air particles) in a medium (i.e. air). When the tree falls, it not only causes the particles in the air to move, but it also will land on the ground and cause the ground particles to move. These are two examples (in addition to other components) of how a tree can cause a disruption to still (or slowly moving) particles, thus creating sound waves that propagate through the air. Even if no one is around to perceive the sound, the pressure waves are there regardless, meaning that there is sound.
What are some of the problematic phrasings and framings commonly used in hearing science which are felt to be objectionable by many in Deaf culture?
“Deafness is a disorder and disability to be cured”
- A significant number of individuals consider Deafness to be a part of their identity, not as something to be “cured” or “fixed.” It is true that hearing loss can be scary and a bad thing for many people, but this does not mean that Deaf people necessarily have an issue with their hearing. Deaf people can live happy & fulfilling lives; they are not “broken.”
“The goal of hearing science is to fix hearing whenever possible”
- The goal of hearing science is not necessarily to “fix” hearing, but to advance research, help people understand their hearing, and give individuals options for treatment if they want it. Not every individual wants to “fix” their hearing.
“Restoring hearing can help Deaf/HOH people interact with hearing people using spoken language”
- Oralism
- Does not consider that hearing restoration can be unreliable, and lip-reading with no or even partially “restored” hearing is difficult and unreliable.
- Hearing-centric
“Cochlear implants can help deaf people hear like normal people”
- Bruh.
- CIs are not magic; they are not equivalent to natural hearing and do not guarantee a child/adult can learn spoken language
“Anything that can be done to restore any amount of hearing is a good thing”
- Procedures such as CIs are extremely invasive (i.e. drilling into the skull)
- Undermines the financial, temporal, physical, mental, emotional, social costs
—cost & time spent on doctor’s visits and interventions, surgery recovery & rehabilitation (i.e. speech therapy), social disapproval & potential failure to meet expectations of interventions, time spent denying self
How can oralist traditions within hearing science inadvertently lead to language deprivation?
Oralist traditions can lead parents to believe that their child does not/should not have to learn sign language—that their child is capable of acquiring spoken language (even though lip reading is difficult, and the child really has no access to spoken language). Parents may even be fearful of letting their child learn sign language, as if it will interfere with their ability to use spoken language. Parents can push hearing interventions to “correct” their child’s hearing while simultaneously withholding language from their child with the hope that they’ll be able to learn spoken language later. However, hearing interventions are not always “successful,” and even if they sometimes do restore some sensation of hearing, this does not guarantee that the individual will be able to acquire spoken language. Additionally, the child could miss the critical period for language acquisition.
Why do some Deaf people object to surgical hearing interventions like cochlear implants?
CI surgery is incredibly invasive, expensive (consultations, surgery, recovery & rehabilitation, emotional costs). Parents could be spending time helping their child embrace their language/identity, instead of pursuing an expensive, physically & emotionally taxing intervention.
What is the benefit of simultaneously teaching deaf children to sign, even as they (or their parents) attempt to restore some sense of sound? Are there downsides?
- Preventing language deprivation is crucial; language deprivation not only puts a child at risk for general cognitive deficits, but also can make it more difficult for them to acquire any language in the future.
- There are no downsides to teaching language (spoken or signed) to children; it is cognitively and linguistically beneficial
