Naja Ferjan Ramirez Losing Listening

Have you ever wondered the differences between deaf and hearing cultures? Last week I had a chance to watch "See What I Mean" and this video gave me a humorous and enlightening look at the differences between them. In this movie "See What I Mean", issues such as attitudes toward time, taking time to say goodbye, complain about the use of phones and pagers, sharing information, giving and receiving criticism, and comments on personal appearance are explored and humorously discussed from the point of view of both cultures.

Throughout the article, "Seeing at the Speed of the Sound" the author Rachel Kolb takes the reader on a voyage to better understanding the struggles, the trials, and tribulations of a lipreader as well as the feeling of accomplishment that can be gained from successful lipreading. Rachel Kolb achieves this effect by using a variety of anecdotes mixed with facts about individuals who rely on lipreading. The author uses her personal experiences to help both inspire those with difficulty hearing as well as those who are not part of the deaf community and do not understand the day to day labors and triumphs.

Most deaf children are born to parents who can hear. For Deaf children transition of the cultural things of the family or that of the deaf community doesn’t automatically

After birth, infants jump immense milestones in terms of development. The first few weeks of a child’s life mark pertinent milestones of both perceptual and motor development. One important aspect of perceptual development is hearing which is fairly well developed immediately at birth. Although infants are initially slightly hard of hearing, they show sensitivity to sound, music, rhythm and melody. By just 4 to 6 months, children with regular hearing are able to localize noises and listen to sound (Robert Siegler, 2011). Hearing is an intricate process in which external stimuli such as sound is converted to the vibrational energy by the ear canal and eardrum and then to electrical pulses presented to the brain by various hearing nerves (Robert Siegler, 2011). The brain analyzes these electrical impulses into the sensation of hearing (Robert Siegler, 2011). Damage to the cochlear implant results in “sensory neural hearing loss” indicating that the ear has trouble translating sound waves into signals that can be analyzed by the brain (Robert Siegler, 2011). Justice’s wildcard of limited hearing in her left ear will surely affect and delay the first few perceptual and motor milestones of her infancy.

An interesting study was conducted by Pricilla Dunstan, a mother with an ear for sound, after she had her own baby and became aware of the different sounds her baby made in direct correlation with specific needs (Dunstan Baby Language, 2015). Careful and extensive study around the world concluded that all baby regardless of gender, race, religion, or creed, made the same 5 sounds for the same reasons (Priscilla Dunstan on Oprah, 2012). These sounds are universal; as is the ability for a child to learn any language and the sounds of individual languages.

Numerous therapeutic conditions, for example, those recorded beneath, can influence your listening to wellbeing. Treatment of these and other listening to misfortunes can frequently prompt enhanced or reestablished hearing. In the event that left undiscovered and untreated, a few conditions can prompt irreversible listening to disability or deafness. On the off chance that you think that you or your adored one has an issue with their listening ability, guarantee ideal listening to medicinal services by looking for a restorative finding from a doctor.

Treasure opens his discussion with providing the fact that we listen 60 percent of the time and despite that we listen more then half the time, we only obtain 25 percents of the information that we hear. part of the reason why we struggle on auditory retention is that there is more noise pollution, as wells as visual pollution that we are unaware of that we subconsciously filter. Some of these filters can be language, culture, and values.

Have you ever thought about the dangers of earbuds? What do you consider “loud”? Have you heard of hearing loss? Matthew, sixteen, could hear just fine until everything went silent. Every time Matthew ran on his treadmill, he listened to music on full blast. “One day,” he proclaimed, “... I couldn’t hear a thing.” Doctors diagnosed Matthew with noise induced hearing loss. How? His very loud music on his iPod. Now nineteen, Matthew has a hard time communicating. His most common word now is “What?”

Riedner and Efros (1995) stressed that “nonorganic hearing loss signals that not all is right with the child” (p. 197). Unfortunately, there are cases where the child falsifies a hearing loss because help is needed. A study conducted by Riedner and Efros (1995) looked at three

We listen to sounds every day. Whether it be people talking or listening to music, they make up a big part of our lives. Often times, we don’t think about the little things that we hear, but to some people, it is a different situation. People with Misophonia, a selective hearing disorder, will perceive certain sounds that trigger a negative emotion in their brain. It can be as light as disgust or as heavy as anger. Even the smallest peep can cause trouble. There are even common sounds that irritate those with the condition. I hope by the time you finish reading that you will be more aware of the sounds you make.

Ear-training, “the ability to discern subtleties in pitch and timing,” (“Hearing the Music” par. 4) increases aptitude in children and adults when trying to learn a new language. Musicians are better able to pick out these changing subtleties in speech and tones than non-musicians. This skill, when applied to the learning disabled, improves speech comprehension (“Hearing the Music” par. 4).

The brain encodes the words and actually rearranges its brain cells into connections or networks to produce language (Fleming, Family Life Specialist, 2002). Brain research clearly indicates that language development must be fostered early in children or be impaired or lost. If a child hears little or no human sound, the brain waits in vain and eventually will "retire" these cells from this function and give these cells a different function. By age ten, if the child has not heard spoken works, the ability to learn spoken language is lost (Fleming, Family Life Specialist, 2002). In an Indiana study, implants used in young deaf children to introduce human sound actually changed the brain structure so that these youth could begin constructing a vocabulary. The "use it or lose it" principle applies to the brain and language development (Fleming, Family Life Specialist, 2002). A University of Chicago study showed that babies whose mothers talked to them more had a bigger vocabulary. By twenty four months, the infants of less talkative mothers knew three hundred fewer words than babies whose mothers spoke to them frequently (Fleming, Family Life Specialist, 2002). Babies are "listeners" and spoken language reinforces brain connections, which encourage more language development. Another study that scanned brain activity of children revealed that between the ages of four and twelve an enormous amount of brain restructuring takes place (Fleming, Family Life Specialist,

Those not thoroughly educated in communication tend to confuse the terms “hearing” and “listening.” Although they appear to mean the same thing, utilize the same body part, and are both required for functional communication, there is a great difference between these two actions. Hearing involves the perception of sound using the ears, while listening is based upon giving attention to the sound being perceived. Additionally, because these concepts are different, there are also several different ways of improving hearing and listening. Thus, there are several differences between these two concepts, and it is important to signify these differences in order to practice effective communication.

Most of society is now aware that noise can damage hearing. However, short of a threat that disaster would overtake the human race if nothing is done about noise, it is unlikely that many people today would become strongly motivated to do something about the problem. Yet, the evidence about the ill effects of noise does not allow for complacency or neglect. For instance, researchers working with children with hearing disorders are constantly reminded of the crucial importance of hearing to children. In the early years the child cannot learn to speak without special training if he has enough hearing loss to interfere effectively with the hearing of words in context

It is possible to explain shortly the hearing process, fundamental for any human being, as it follows: