Role of Vocal Labeling in Memory for Object Arrangements by Deaf and Hearing Children

Abstract

To determine the effects of vocal labels in memory using an object arrangement task 60 deaf and 30 hearing Ss were divided into two MA levels, primary and intermediate. Within each level, Ss were assigned to treatment, defined as employing vocal labels. Six groups of 15 Ss each were formed. When the groups were viewed by level, there were significant differences between primary and intermediate Ss. Vocal labels, with some notable exceptions, had little or no facilitating effects on performance of object recall. The results suggested that the availability of additional modes of mediation accounted for differences between the primary and intermediate levels. Data from the object-arrangement task provided implications for further study of conceptual behavior of deaf children.