Patricia Elizabeth Spencer
Biographic Data
| ID | 6810494 |
|---|---|
| NAME | Patricia Elizabeth Spencer |
| GIVEN NAMES | Patricia Elizabeth |
| FAMILY NAME | Spencer |
| SIGNATURE | SPENCER P E |
| AFFILIATIONS | Gallaudet University |
| ORCID | 0000-0001-6575-6042 |
| VERIFIED | Yes |
| TOTAL WORKS | 11 |
| TOTAL CITATIONS | 12 |
| WORKS AS AUTHOR | 8 |
| WORKS AS EDITOR | 3 |
| FIRST PUBLICATION YEAR | 1980 |
| LATEST PUBLICATION YEAR | 2025 |
| H-INDEX | 1 |
Overwhelmed by Emotions
While explicit references to Elijah by name cease after the transfiguration scene in Luke 9, verbal and thematic intertextual connections are present elsewhere in the narrative of Luke-Acts, prompting the authorial audience to draw comparisons. Elijah’s actions in 1 Kings 19 are problematic; he goes from unwavering fidelity in the face of adversity in 1 Kings 18 to a fearful flight into the wilderness where he desires death and descends into a co…
The Oxford Handbook of Deaf Studies in Language
From Erasure to Recognition (and Back Again?)
Language and literacy development of deaf and hard-of-hearing children
Childhood hearing loss presents challenges to language development, especially spoken language. In this article, we review existing literature on deaf and hard-of-hearing (DHH) children's patterns and trajectories of language as well as development of theory of mind and literacy. Individual trajectories vary significantly, reflecting access to early identification/intervention, advanced technologies (e.g., cochlear implants), and perceptually acc…
The Oxford Handbook of Deaf Studies, Language, and Education, Vol. 2
Word-Learning Abilities in Deaf and Hard-of-Hearing Preschoolers
Deaf and hard-of-hearing (DHH) children's ability to rapidly learn novel words through direct reference and through novel mapping (i.e., inferring that a novel word refers to a novel object) was examined. Ninety-eight DHH children, ranging from 27 to 82 months old, drawn from 12 schools in five states participated. In two tasks that differed in how reference was established, word-learning abilities were measured by children's ability to learn nov…
Individual Differences in Language Performance after Cochlear Implantation at One to Three Years of Age
Language skills were investigated in a multicultural sample of 13 prelingually deaf children (11 profoundly deaf from birth) who received cochlear implants between 14 and 38 months of age; average duration of implant use was 49 months. Individual postimplant language skills ranged from extremely delayed to age appropriate. On average, skills varied across domains: on vocabulary, several children functioned in the average range compared with heari…
Straight Talk About Cochlear Implants for Children
Looking Without Listening
Potential effects of auditory and other communicative experience on development of visual attention were investigated for four groups of infants at 9, 12, and 18 months of age. Participants included 20 deaf infants with deaf mothers, 19 deaf infants with hearing mothers, 21 hearing infants with hearing mothers, and 20 hearing infants with deaf mothers. Infants' hearing status alone did not associate with patterns of visual attention. Deaf infants…
What Mothers Do to Support Infant Visual Attention
This article presents a descriptive, longitudinal study of maternal use of communicative strategies to accommodate and direct infant visual attention. The two questions that guided our research were whether maternal use of particular attention-related strategies changed as the child developed from 9 to 18 months of age and whether the mother's ability to make appropriate modifications in strategy use was disrupted when she was using a new mode of…
Sbht as a Term for a Wooden Screen
Language and literacy development of deaf and hard-of-hearing children
Childhood hearing loss presents challenges to language development, especially spoken language. In this article, we review existing literature on deaf and hard-of-hearing (DHH) children's patterns and trajectories of language as well as development of theory of mind and literacy. Individual trajectories vary significantly, reflecting access to early identification/intervention, advanced technologies (e.g., cochlear implants), and perceptually acc…
Sbht as a Term for a Wooden Screen
What Mothers Do to Support Infant Visual Attention
This article presents a descriptive, longitudinal study of maternal use of communicative strategies to accommodate and direct infant visual attention. The two questions that guided our research were whether maternal use of particular attention-related strategies changed as the child developed from 9 to 18 months of age and whether the mother's ability to make appropriate modifications in strategy use was disrupted when she was using a new mode of…
Looking Without Listening
Potential effects of auditory and other communicative experience on development of visual attention were investigated for four groups of infants at 9, 12, and 18 months of age. Participants included 20 deaf infants with deaf mothers, 19 deaf infants with hearing mothers, 21 hearing infants with hearing mothers, and 20 hearing infants with deaf mothers. Infants' hearing status alone did not associate with patterns of visual attention. Deaf infants…
Straight Talk About Cochlear Implants for Children
Individual Differences in Language Performance after Cochlear Implantation at One to Three Years of Age
Language skills were investigated in a multicultural sample of 13 prelingually deaf children (11 profoundly deaf from birth) who received cochlear implants between 14 and 38 months of age; average duration of implant use was 49 months. Individual postimplant language skills ranged from extremely delayed to age appropriate. On average, skills varied across domains: on vocabulary, several children functioned in the average range compared with heari…
Word-Learning Abilities in Deaf and Hard-of-Hearing Preschoolers
Deaf and hard-of-hearing (DHH) children's ability to rapidly learn novel words through direct reference and through novel mapping (i.e., inferring that a novel word refers to a novel object) was examined. Ninety-eight DHH children, ranging from 27 to 82 months old, drawn from 12 schools in five states participated. In two tasks that differed in how reference was established, word-learning abilities were measured by children's ability to learn nov…
The Oxford Handbook of Deaf Studies, Language, and Education, Vol. 2
Language and literacy development of deaf and hard-of-hearing children
Childhood hearing loss presents challenges to language development, especially spoken language. In this article, we review existing literature on deaf and hard-of-hearing (DHH) children's patterns and trajectories of language as well as development of theory of mind and literacy. Individual trajectories vary significantly, reflecting access to early identification/intervention, advanced technologies (e.g., cochlear implants), and perceptually acc…
The Oxford Handbook of Deaf Studies in Language
From Erasure to Recognition (and Back Again?)
Overwhelmed by Emotions
While explicit references to Elijah by name cease after the transfiguration scene in Luke 9, verbal and thematic intertextual connections are present elsewhere in the narrative of Luke-Acts, prompting the authorial audience to draw comparisons. Elijah’s actions in 1 Kings 19 are problematic; he goes from unwavering fidelity in the face of adversity in 1 Kings 18 to a fearful flight into the wilderness where he desires death and descends into a co…
Psychology (7 works) · Audiology (6 works) · Developmental psychology (6 works) · Hearing Impairment and Communication (4 works) · Language development (4 works) · Linguistics (4 works) · Medicine (4 works) · Computer Science (3 works) · Cochlear implant (2 works) · Deaf (2 works)