Marc Marschark
Dados Biográficos
| ID | 1661627 |
|---|---|
| NOME | Marc Marschark |
| PRENOMES | Marc |
| SOBRENOME | Marschark |
| ASSINATURA | MARSCHARK M |
| AFILIAÇÕES | Rochester Institute of Technology |
| ORCID | 0000-0003-4783-8831 |
| VERIFICADO | Sim |
| TOTAL DE OBRAS | 37 |
| TOTAL DE CITAÇÕES | 22 |
| TOTAL COMO AUTOR | 35 |
| TOTAL COMO EDITOR | 2 |
| PRIMEIRO ANO DE PUBLICAÇÃO | 1983 |
| ANO MAIS RECENTE DE PUBLICAÇÃO | 2019 |
| ÍNDICE H | 3 |
Work and Employment Characteristics of Deaf and Hard-of-Hearing Adults
Studies have reported a higher level of unemployment among deaf and hard-of-hearing (DHH) adults compared to adults without hearing loss. However, little is known about factors explaining success in the labor market. This study presents the analysis of two data sets. The first was drawn from a survey of 804 DHH adults in Denmark. The second was a survey completed by 190 DHH adults with post-secondary qualification in the United States. In the Dan…
Understanding Theory of Mind in Deaf and Hearing College Students
Theory of Mind-the understanding that people have thoughts, wants, and beliefs that influence their interpersonal behavior-is an aspect of social cognition that develops with consistent, increasing complexity across age groups, languages, and cultures. Observed delays in theory of mind development among deaf children and others has led to a conversational account of theory of mind development and its delays in terms of the nature and amount of so…
Are French Fries a Vegetable? Lexical Typicality Judgement Differences in Deaf and Hearing Learners
Language and Psychosocial Functioning among Deaf Learners with and without Cochlear Implants
Language and Psychosocial Functioning among Deaf Learners with and without Cochlear Implants
Various studies have examined psychosocial functioning and language abilities among deaf children with and without cochlear implants (CIs). Few, however, have explored how relations among those abilities might change with age and setting. Most relevant studies also have failed to consider that psychosocial functioning among both CI users and nonusers might be influenced by having language abilities in both signed and spoken language. The present …
Personality Traits, Self-Efficacy, and Cochlear Implant Use Among Deaf Young Adults
A variety of studies have examined ways in which cognitive and social-emotional factors may be linked to and affected by hearing loss, use of cochlear implants (CIs), and sign language. A related domain that largely has been overlooked, however, is personality. This paper reports a study of personality traits and self-efficacy among deaf and hard-of-hearing (DHH; n = 223) college students, with and without CIs, as compared to hearing peers (n = 1…
Social Dominance Orientation, Language Orientation, and Deaf Identity
The notion of the Deaf community as a linguistic-cultural minority has been increasingly recognized and studied over the last two decades. However, significant differences of opinion and perspective within that population typically have been neglected in the literature. Social dominance orientation (SDO), a theoretical construct, typically focusing on intergroup perceptions and relations, is one aspect that has been left unexplored and might prov…
Social Maturity and Executive Function Among Deaf Learners
Two experiments examined relations among social maturity, executive function, language, and cochlear implant (CI) use among deaf high school and college students. Experiment 1 revealed no differences between deaf CI users, deaf nonusers, and hearing college students in measures of social maturity. However, deaf students (both CI users and nonusers) reported significantly greater executive function (EF) difficulties in several domains, and EF was …
Achievement, Language, and Technology Use Among College-Bound Deaf Learners
Deaf learners are a highly heterogeneous group who demonstrate varied levels of academic achievement and attainment. Most prior research involving this population has focused on factors facilitating academic success in young deaf children, with less attention paid to older learners. Recent studies, however, have suggested that while factors such as early cochlear implantation and early sign language fluency are positively associated with academic…
Deaf Students’ Reading and Writing in College
Research in discourse reveals numerous cognitive connections between reading and writing. Rather than one being the inverse of the other, there are parallels and interactions between them. To understand the variables and possible connections in the reading and writing of adult deaf students, we manipulated writing conditions and reading texts. First, to test the hypothesis that a fluent writing process leads to richer content and a higher degree …
Effects of Hearing Status and Sign Language Use on Working Memory
Deaf individuals have been found to score lower than hearing individuals across a variety of memory tasks involving both verbal and nonverbal stimuli, particularly those requiring retention of serial order. Deaf individuals who are native signers, meanwhile, have been found to score higher on visual-spatial memory tasks than on verbal-sequential tasks and higher on some visual-spatial tasks than hearing nonsigners. However, hearing status and pre…
Level of Educational Attainment Among Deaf Adults Who Attended Bilingual–Bicultural Programs
In Scandinavia and some other countries, a bilingual-bicultural approach to deaf education was celebrated in national programs from the mid-1980s until the broad popularity of cochlear implantation in middle 2000s created a shift back to an emphasis on spoken language for many deaf children. At the same time, only a few studies evaluated the long-term outcomes of bilingual-bicultural education, and several of their findings have raised questions …
The Oxford Handbook of Deaf Studies in Language
From Erasure to Recognition (and Back Again?)
Understanding Language, Hearing Status, and Visual-Spatial Skills
It is frequently assumed that deaf individuals have superior visual-spatial abilities relative to hearing peers and thus, in educational settings, they are often considered visual learners. There is some empirical evidence to support the former assumption, although it is inconsistent, and apparently none to support the latter. Three experiments examined visual-spatial and related cognitive abilities among deaf individuals who varied in their pref…
Word and World Knowledge Among Deaf Learners With and Without Cochlear Implants
Deaf learners frequently demonstrate significantly less vocabulary knowledge than hearing age-mates. Studies involving other domains of knowledge, and perhaps deaf learners' academic performance, indicate similar lags with regard to world knowledge. Such gaps often are attributed to limitations on deaf children's incidental learning by virtue of not having access to the conversations of others. Cochlear implants (CIs) have been described as provi…
Print Exposure, Reading Habits, and Reading Achievement Among Deaf and Hearing College Students
This study explored relations of print exposure, academic achievement, and reading habits among 100 deaf and 100 hearing college students. As in earlier studies, recognition tests for book titles and magazine titles were used as measures of print exposure, college entrance test scores were used as measures of academic achievement, and students provided self-reports of reading habits. Deaf students recognized fewer magazine titles and fewer book t…
Enhancing Deaf Students' Learning from Sign Language and Text
Four experiments, each building on the results of the previous ones, explored the effects of several manipulations on learning and the accuracy of metacognitive judgments among deaf and hard-of-hearing (DHH) students. Experiment 1 examined learning and metacognitive accuracy from classroom lectures with or without prior scaffolding in the form of a description of main points and concepts. Experiment 2 compared the benefits of scaffolding when mat…
Deaf and Hard-of-Hearing Students' Experiences in Mainstream and Separate Postsecondary Education
In order to better understand academic achievement among deaf and hard-of-hearing students in different educational placements, an exploratory study examined the experiences of postsecondary students enrolled in mainstream programs (with hearing students) versus separate programs (without hearing students) at the same institution. The Course Experience Questionnaire, the Revised Approaches to Studying Inventory, and the Classroom Participation Qu…
Deaf Studies by Any Other Name
Welcome to Volume 15 and the 15th year of the Journal of Deaf Studies and Deaf Education. Throughout this volume, the two of us will be co-editing a special section on Deaf Studies, to appear in each issue. A bit of history will be instructive. In 1985, the field of Deaf Studies was in its infancy. Studies of and by deaf people were about their languages, their behaviors, their community histories, and only occasionally about their cultures. In t…
Predicting Academic Success Among Deaf College Students
For both practical and theoretical reasons, educators and educational researchers seek to determine predictors of academic success for students at different levels and from different populations. Studies involving hearing students at the postsecondary level have documented significant predictors of success relating to various demographic factors, school experience, and prior academic attainment. Studies involving deaf and hard-of-hearing students…
Learning via Direct and Mediated Instruction by Deaf Students
Four experiments investigated classroom learning by deaf college students receiving lectures from instructors signing for themselves or using interpreters. Deaf students' prior content knowledge, scores on postlecture assessments of content learning, and gain scores were compared to those of hearing classmates. Consistent with prior research, deaf students, on average, came into and left the classroom with less content knowledge than hearing peer…
From Research to Practice
Research in education and the social and behavioral sciences, like research in medicine and the natural sciences, eventually makes its way into our day-today lives. Of course, the timescales involved are not always the same, either within or across domains. Indeed, some studies being conducted in chemistry, social psychology, neuroscience, and learning may not affect us at all but may be helpful to our children. In our efforts to understand who w…
Benefits of Sign Language Interpreting and Text Alternatives for Deaf Students' Classroom Learning
Four experiments examined the utility of real-time text in supporting deaf students' learning from lectures in postsecondary (Experiments 1 and 2) and secondary classrooms (Experiments 3 and 4). Experiment 1 compared the effects on learning of sign language interpreting, real-time text (C-Print), and both. Real-time text alone led to significantly higher performance by deaf students than the other two conditions, but performance by deaf students …
Access to Postsecondary Education through Sign Language Interpreting
Despite the importance of sign language interpreting for many deaf students, there is surprisingly little research concerning its effectiveness in the classroom. The limited research in this area is reviewed, and a new study is presented that included 23 interpreters, 105 deaf students, and 22 hearing students. Students saw two interpreted university-level lectures, each preceded by a test of prior content knowledge and followed by a post-lecture…
Dimensions of metaphor
Poetic comparisons
Poetic comparisons
Identifying Linguistic Creativity in Deaf and Hearing Children
A system is presented for identifying and evaluating the creative language use of deaf and hearing individuals. These classifications were developed for use in studies of deaf children's linguistic creativity but they have also accounted for 100% of the nonliteral constructions used by deaf adults, hearing children, and hearing adults (including native signers). The seven scoring categories are (a) traditional forms of novel figurative language; …
Linguistic and nonlinguistic creativity of deaf children*1
The role of imagery in memory
Norms for 204 Literary and 260 Nonliterary Metaphors on 10 Psychological Dimensions
Norms on 464 metaphors are presented for 10 dimensions representing ratings of comprehensibility, some perceived metaphoric qualities, imagery values, familiarity, and tenor-vehicle relatedness. The items were either literary metaphors selected from works of poetry (N = 204) or nonliterary metaphors generated by the experimenters (N = 260). Analyses of the normative data indicated that (a) the mean ratings of the metaphors were reliable (average …
Memory and Information Processing
Anyone who has ever tried to present a rather abstract scientific subject in a popular manner knows the great difficulties of such an attempt. Either he succeeds in being intelligible by concealing the core of the problem and by offering the reader only superficial aspects or vague allusions, thus deceiving the reader by arousing in him the deceptive illusion of comprehension; or else he gives an expert account of the problem, but in such a fashi…
Consensus on Early Identification of Hearing Loss
The National Institutes of Health Consensus Development Conference on Early Identification of Hearing Impairment was convened to address the advantages of early identification of hearing impairment and the consequences of late identification of hearing impairment, the issue of which children should be screened for hearing impairment and when, the advantages and disadvantages of current screening methods, the question of which model for hearing sc…
A New Look for Volume 8
Iced 2000
Access to Postsecondary Education through Sign Language Interpreting
Despite the importance of sign language interpreting for many deaf students, there is surprisingly little research concerning its effectiveness in the classroom. The limited research in this area is reviewed, and a new study is presented that included 23 interpreters, 105 deaf students, and 22 hearing students. Students saw two interpreted university-level lectures, each preceded by a test of prior content knowledge and followed by a post-lecture…
Classroom Interpreting and Visual Information Processing in Mainstream Education for Deaf Students
This study examined visual information processing and learning in classrooms including both deaf and hearing students. Of particular interest were the effects on deaf students’ learning of live (three-dimensional) versus video-recorded (two-dimensional) sign language interpreting and the visual attention strategies of more and less experienced deaf signers exposed to simultaneous, multiple sources of visual information. Results from three experim…
Benefits of Sign Language Interpreting and Text Alternatives for Deaf Students' Classroom Learning
Four experiments examined the utility of real-time text in supporting deaf students' learning from lectures in postsecondary (Experiments 1 and 2) and secondary classrooms (Experiments 3 and 4). Experiment 1 compared the effects on learning of sign language interpreting, real-time text (C-Print), and both. Real-time text alone led to significantly higher performance by deaf students than the other two conditions, but performance by deaf students …
From Research to Practice
Research in education and the social and behavioral sciences, like research in medicine and the natural sciences, eventually makes its way into our day-today lives. Of course, the timescales involved are not always the same, either within or across domains. Indeed, some studies being conducted in chemistry, social psychology, neuroscience, and learning may not affect us at all but may be helpful to our children. In our efforts to understand who w…
Learning via Direct and Mediated Instruction by Deaf Students
Four experiments investigated classroom learning by deaf college students receiving lectures from instructors signing for themselves or using interpreters. Deaf students' prior content knowledge, scores on postlecture assessments of content learning, and gain scores were compared to those of hearing classmates. Consistent with prior research, deaf students, on average, came into and left the classroom with less content knowledge than hearing peer…
Predicting Academic Success Among Deaf College Students
For both practical and theoretical reasons, educators and educational researchers seek to determine predictors of academic success for students at different levels and from different populations. Studies involving hearing students at the postsecondary level have documented significant predictors of success relating to various demographic factors, school experience, and prior academic attainment. Studies involving deaf and hard-of-hearing students…
Deaf and Hard-of-Hearing Students' Experiences in Mainstream and Separate Postsecondary Education
In order to better understand academic achievement among deaf and hard-of-hearing students in different educational placements, an exploratory study examined the experiences of postsecondary students enrolled in mainstream programs (with hearing students) versus separate programs (without hearing students) at the same institution. The Course Experience Questionnaire, the Revised Approaches to Studying Inventory, and the Classroom Participation Qu…
Deaf Studies by Any Other Name
Welcome to Volume 15 and the 15th year of the Journal of Deaf Studies and Deaf Education. Throughout this volume, the two of us will be co-editing a special section on Deaf Studies, to appear in each issue. A bit of history will be instructive. In 1985, the field of Deaf Studies was in its infancy. Studies of and by deaf people were about their languages, their behaviors, their community histories, and only occasionally about their cultures. In t…
Enhancing Deaf Students' Learning from Sign Language and Text
Four experiments, each building on the results of the previous ones, explored the effects of several manipulations on learning and the accuracy of metacognitive judgments among deaf and hard-of-hearing (DHH) students. Experiment 1 examined learning and metacognitive accuracy from classroom lectures with or without prior scaffolding in the form of a description of main points and concepts. Experiment 2 compared the benefits of scaffolding when mat…
Print Exposure, Reading Habits, and Reading Achievement Among Deaf and Hearing College Students
This study explored relations of print exposure, academic achievement, and reading habits among 100 deaf and 100 hearing college students. As in earlier studies, recognition tests for book titles and magazine titles were used as measures of print exposure, college entrance test scores were used as measures of academic achievement, and students provided self-reports of reading habits. Deaf students recognized fewer magazine titles and fewer book t…
Word and World Knowledge Among Deaf Learners With and Without Cochlear Implants
Deaf learners frequently demonstrate significantly less vocabulary knowledge than hearing age-mates. Studies involving other domains of knowledge, and perhaps deaf learners' academic performance, indicate similar lags with regard to world knowledge. Such gaps often are attributed to limitations on deaf children's incidental learning by virtue of not having access to the conversations of others. Cochlear implants (CIs) have been described as provi…
The Oxford Handbook of Deaf Studies in Language
From Erasure to Recognition (and Back Again?)
Understanding Language, Hearing Status, and Visual-Spatial Skills
It is frequently assumed that deaf individuals have superior visual-spatial abilities relative to hearing peers and thus, in educational settings, they are often considered visual learners. There is some empirical evidence to support the former assumption, although it is inconsistent, and apparently none to support the latter. Three experiments examined visual-spatial and related cognitive abilities among deaf individuals who varied in their pref…
Psychology (35 obras) · Hearing Impairment and Communication (26 obras) · Linguistics (23 obras) · Developmental psychology (14 obras) · Audiology (12 obras) · Cognitive psychology (12 obras) · Mathematics education (12 obras) · Medicine (11 obras) · Language, Metaphor, and Cognition (9 obras) · Sign language (9 obras)