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  1. A Kantian Theory of the Sensory Processing Subtype of ASD [Autism Spectrum Disorder].Susan V. H. Castro - 2019 - Journal of Cognition and Neuroethics 6 (1):1-15.
    Immanuel Kant’s theory of imagination is a surprisingly fruitful nexus of explanation for the prima facie disparate characteristics of autism spectrum disorder (ASD), especially the sub-spectrum best characterized by the Sensory Integration (SI) and Intense World (IW) theories of ASD. According to the psychological theories that underpin these approaches to autism, upstream effects of sensory processing atypicalities explain a cascade of downstream effects that have been characterized in the diagnostic triad, e.g., poor sensory integration contributes to weak central coherence, which (...)
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  2. At Law: Meaning What You Sign.John A. Robertson - 1998 - Hastings Center Report 28 (4):22.
  3. Saving Deaf Children? Screening for Hearing loss as a Public-interest Case.Sigrid Bosteels, Michel Vandenbroeck & Geert Van Hove - 2017 - Journal of Bioethical Inquiry 14 (1):109-121.
    New-born screening programs for congenital disorders and chronic disease are expanding worldwide and children “at risk” are identified by nationwide tracking systems at the earliest possible stage. These practices are never neutral and raise important social and ethical questions. An emergent concern is that a reflexive professionalism should interrogate the ever earlier interference in children’s lives. The Flemish community of Belgium was among the first to generalize the screening for hearing loss in young children and is an interesting case to (...)
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  4. Hearing The Difference: Aesthetic Value And The Compact Disc Notching Debate.Michael A. Principe - 1989 - International Journal of Applied Philosophy 4 (3):1-6.
  5. The development of visual attention in deaf children in relation to mother's hearing status.Margaret Harris & Joan Chasin - 2008 - Polish Psychological Bulletin 39 (1):1-8.
    The development of visual attention in deaf children in relation to mother's hearing status Patterns of visual attention during free-play in deaf children with deaf and hearing mothers were compared at 9, 12 and 18 months. Dd children were more likely to look at their mother's face spontaneously than Dh children at all ages although spontaneous looking increased significantly at 18 months for both groups. The proportion of responsive looks declined at 12 months for the Dd group but not until (...)
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  6. Symptom and Surface: Disruptive Deafness and Medieval Medical Authority.Jonathan Hsy - 2016 - Journal of Bioethical Inquiry 13 (4):477-483.
    This essay examines constructions of deafness in medieval culture, exploring how deaf experience disrupts authoritative discourses in three textual genres: medical treatise, literary fiction, and autobiographical writing. Medical manuals often present deafness as a physical defect, yet they also suggest how social conditions for deaf people can be transformed in lieu of treatment protocols. Fictional narratives tend to associate deafness with sin or social stigma, but they can also imagine deaf experience with a remarkable degree of sympathy and nuance. Autobiographical (...)
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  7. Show me a Sign: A Communicology of Bodily Expression at the Intersection of Deaf and Hearing Cultures.Maureen Connolly - 2011 - Schutzian Research. A Yearbook of Worldly Phenomenology and Qualitative Social Science 3:221-226.
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  8. Silence of the Spheres: The Deaf Experience in the History of Science. Harry G. Lang.Ronald Rainger - 1996 - Isis 87 (2):338-339.
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  9. The Right to Language.Tom Humphries, Raja Kushalnagar, Gaurav Mathur, Donna Jo Napoli, Carol Padden, Christian Rathmann & Scott Smith - 2013 - Journal of Law, Medicine and Ethics 41 (4):872-884.
    We argue for the existence of a state constitutional legal right to language. Our purpose here is to develop a legal framework for protecting the civil rights of the deaf child, with the ultimate goal of calling for legislation that requires all levels of government to fund programs for deaf children and their families to learn a fully accessible language: a sign language. While our discussion regards the United States, the argument we make is based on human rights and the (...)
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  10. Section 504 Challenges Hospitals'Care of the Deaf.James F. Holzer - 1978 - Journal of Law, Medicine and Ethics 6 (3):6-7.
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  11. Relations of Language and Thought: The View From Sign Language and Deaf Children.Marc Marschark, Patricia Siple, Diane Lillo-Martin, Ruth Campbell & Victoria S. Everhart - 1997 - Oxford University Press USA.
    The relationship of language to cognition, especially in development, is an issue that has occupied philosophers, psychologists, and linguists for centuries. In recent years, the scientific study of sign languages and deaf individuals has greatly enhanced our understanding of deafness, language, and cognition. This Counterpoints volume considers the extent to which the use of sign language might affect the course and character of cognitive development, and presents a variety of viewpoints in this debate. This volume brings the language-thought discussion into (...)
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  12. Seeing sounds and tingling tongues: Qualia in synaesthesia and sensory substitution.Michael Proulx & Petra Stoerig - 2006 - Anthropology and Philosophy 7 (1-2):135-150.
    In this paper we wish to bring together two seemingly independent areas of research: synaesthesia and sensory substitution. Synaesthesia refers to a rare condition where a sensory stimulus elicits not only the sensation that stimulus evokes in its own modality, but an additional one; a synaesthete may thus hear the word “Monday”, and, in addition to hearing it, have a concurrent visual experience of a red color. Sensory substitution, in contrast, attempts to substitute a sensory modality that a person has (...)
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  13. Review of Mark Marschark, Patricia Siple, Diane Lillo-Martin, Ruth Campbell & Victoria S. Everhart's Relations of language and thought: the view from sign language and deaf children. [REVIEW]M. Wilson - 1999 - Philosophical Psychology 12:360-361.
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  14. Theory of mind in deaf children: Illuminating the relative roles of language and executive functioning in the development of social cognition.Jennie Pyers & Peter A. de Villiers - 2013 - In Simon Baron-Cohen, Michael Lombardo & Helen Tager-Flusberg (eds.), Understanding Other Minds: Perspectives From Developmental Social Neuroscience. Oxford University Press.
  15. Theory of mind, development, and deafness.Henry M. Wellman & Candida C. Peterson - 2013 - In Simon Baron-Cohen, Michael Lombardo & Helen Tager-Flusberg (eds.), Understanding Other Minds: Perspectives From Developmental Social Neuroscience. Oxford University Press. pp. 51.
  16. The Development of Concepts of Emotion, Desire, Visual Perspective, and False Belief in Deaf and Hearing Children.Candida C. Peterson - 2003 - In B. Repacholi & V. Slaughter (eds.), Individual Differences in Theory of Mind: Implications for Typical and Atypical Development. Hove, E. Sussex: Psychology Press. pp. 172.
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  17. Modality-specific imagery and associative learning in the deaf and hearing.James R. K. Heinen, William A. Stock & Deborah Tharinger - 1974 - Bulletin of the Psychonomic Society 4 (5):462-464.
  18. Sustained visual attention in deaf and hearing adults.Mary Lynne Dittmar, Daniel B. Berch & Joel S. Warm - 1982 - Bulletin of the Psychonomic Society 19 (6):339-342.
  19. Perception of visual temporal patterns by deaf and hearing adults.Carol Bergfeld Mills - 1985 - Bulletin of the Psychonomic Society 23 (6):483-486.
  20. Phonemic effects in the silent reading of hearing and deaf children.John L. Locke - 1978 - Cognition 6 (3):175-187.
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  21. Thought before language: how deaf and hearing children express motion events across cultures.Mingyu Zheng & Susan Goldin-Meadow - 2002 - Cognition 85 (2):145-175.
  22. On blind criticism.Alan Cowey - 1983 - Behavioral and Brain Sciences 6 (3):451.
  23. Skinner's blind eye.H. J. Eysenck - 1984 - Behavioral and Brain Sciences 7 (4):686.
  24. Do deaf individuals see better?Peter C. Hauser Daphne Bavelier, Matthew W. G. Dye - 2006 - Trends in Cognitive Sciences 10 (11):512.
  25. Choosing for the child with cochlear implants: a note of precaution. [REVIEW]Patrick Kermit - 2010 - Medicine, Health Care and Philosophy 13 (2):157-167.
    Recent contributions to discussions on paediatric cochlear implantation in Norway indicate two mutually exclusive doctrines prescribing the best course of post-operative support for a child with cochlear implants; bilingually with sign language and spoken language simultaneously or primarily monolingually with speech only. This conflict constitutes an ethical problem for parents responsible for choosing between one of the two alternatives. This article puts forth the precautionary principle as a possible solution to this problem. Although scientific uncertainty exists in the case of (...)
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  26. ‘Transforming’ self and world: a phenomenological study of a changing lifeworld following a cochlear implant. [REVIEW]Linda Finlay & Patricia Molano-Fisher - 2008 - Medicine, Health Care and Philosophy 11 (3):255-267.
    After 50 years of being profoundly deaf, Patricia finds her world ‘transformed’—literally and metaphorically—when she receives a cochlear implant. Her sense of self and the taken-for-granted, comfortable world she knew before surgery disappear and she is thrown into an alien, surreal existence full of hyper-noise. Entry into this new world of sounds proves a mixed blessing as Pat struggles to come to terms with her changing relationships, not only with others but also with herself. On good days, she is exhilarated (...)
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  27. Deafness, Genetics and Dysgenics.Rui Nunes - 2005 - Medicine, Health Care and Philosophy 9 (1):25-31.
    It has been argued by some authors that our reaction to deaf parents who choose deafness for their children ought to be compassion, not condemnation. Although I agree with the reasoning proposed I suggest that this practice could be regarded as unethical. In this article, I shall use the term “dysgenic” as a culturally imposed genetic selection not to achieve any improvement of the human person but to select genetic traits that are commonly accepted as a disabling condition by the (...)
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  28. Situations of Choice: Configuring the Empowered Consumer of Hearing Technologies. [REVIEW]Anette Lykke Hindhede - 2015 - Health Care Analysis 23 (3):221-237.
    Focusing on the largest and, arguably, the least visible disability group, the hearing impaired, this paper explores present-day views and understandings of hearing impairment and rehabilitation in a Danish context, with particular focus on working-age adults with late onset of hearing impairment. The paper shows how recent changes in perception of the hearing impaired patient relate to the introduction of a new health care reform that turns audiological rehabilitation into a consumer issue. Ethnographic and interview data from hearing clinics provides (...)
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  29. Recall of haptic information by blind and sighted individuals.Joan Shagan & Jacqueline Goodnow - 1973 - Journal of Experimental Psychology 101 (2):221.
  30. The effect of practice on the perception of obstacles by the blind.Philip Worchel & Jack Mauney - 1951 - Journal of Experimental Psychology 41 (3):170.
  31. The problem of stimulation deafness. I. Cochlear impairment as a function of tonal frequency.E. G. Wever & K. R. Smith - 1944 - Journal of Experimental Psychology 34 (3):239.
  32. The neurophysiology of hearing: I. The magnitude of threshold-stimuli during recovery from stimulation-deafness.Alfred H. Holway, Rose C. Staton & Michael J. Zigler - 1940 - Journal of Experimental Psychology 27 (6):669.
  33. An experimental study of the pairing of certain auditory and visual stimuli.J. T. Cowles - 1935 - Journal of Experimental Psychology 18 (4):461.
  34. Deaf Culture, Cochlear Implants, and Elective Disability.Bonnie Poitras Tucker - 1998 - Hastings Center Report 28 (4):6-14.
  35. Infants and children with hearing loss need early language access.Poorna Kushalnagar, Gaurav Mathur, Christopher J. Moreland, Donna Jo Napoli, Wendy Osterling, Carol Padden & Christian Rathmann - 2010 - Journal of Clinical Ethics 21 (2):143.
  36. Enhancement Technology and Outcomes: What Professionals and Researchers Can Learn from Those Skeptical About Cochlear Implants. [REVIEW]Patrick Kermit - 2012 - Health Care Analysis 20 (4):367-384.
    This text presents an overview of the bioethical debate on pediatric cochlear implants and pays particular attention to the analysis of the Deaf critique of implantation. It dismisses the idea that Deaf concerns are primarily about the upholding of Deaf culture and sign language. Instead it is argued that Deaf skepticism about child rehabilitation after cochlear surgery is well founded. Many Deaf people have lived experiences as subjects undergoing rehabilitation. It is not the cochlear technology in itself they view as (...)
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  37. Blind Realism: An Essay on Human Knowledge and Natural Science.Cory Juhl - 1994 - Review of Metaphysics 47 (4):797-798.
    Almeder begins by distinguishing between two senses of "knows." What he calls "weak knowledge," although nominally defined in the classical way as justified true belief, does not require truth in the correspondence sense. This follows from the fact that weak knowledge of a proposition p does not require evidence that entails p, yet weak knowledge of p requires evidence that entails the truth of p. Further, Almeder argues that any interesting definition of knowledge or truth must allow us to determine (...)
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  38. Beethoven and His Deafness.Lois I. Nichols - 1960 - Thought: Fordham University Quarterly 35 (1):91-110.
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  39. O Canada, o quanta qualia.Wkw Li - 2012 - Ethics in Science and Environmental Politics 12 (1):1-4.
  40. Worlds of Difference.Marcel Broesterhuizen - 2008 - Ethical Perspectives 15 (1):103-131.
    Often hearing parents and adults belonging to the Deaf community have very different and opposite views regarding central themes in treatment and education of deaf children: cochlear implantation versus rejection of medicalization of deafness, oral communication versus Sign Language, and mainstreaming in regular schools versus education in deaf schools as the most natural learning environment for deaf children. The striking divergence of hearing and deaf people’s ethical judgments is a consequence of deafness and having normal hearing being “world-generating states,” conditions (...)
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  41. Blind realism.Robert Almeder - 1987 - Erkenntnis 26 (1):57 - 101.
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  42. Filling-in as the phenomenal side of binding.Karl Frederick Arrington - 1998 - Behavioral and Brain Sciences 21 (6):749-749.
    The question is broadened from isomorphism to invertible transformation and optimal representation. Motivations are drawn from image compression but with an emphasis on object segmentation. Filling-in is considered as the phenomenal side of the binding process with back-surface filling-in being important. Finally, re-normalization of local filtering by globally integrated context is emphasized.
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  43. Language shares neural prerequisites with non-verbal capacities.Georg Goldenberg - 2003 - Behavioral and Brain Sciences 26 (6):679-680.
    Based on neuropsychological evidence of nonverbal impairment accompanying aphasia, I propose that the neural prerequisites for language acquisition are shared with a range of nonverbal capacities. Their commonality concerns the ability to recognize a limited number of finite elements in manifold perceptual entities and to combine them for constructing manifold entities.
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  44. Note-deafness.Edith Simcox & Grant Allen - 1878 - Mind 3 (11):401-404.
Blindness
  1. A Methodological Molyneux Question: Sensory Substitution, Plasticity and the Unification of Perceptual Theory.Mark Paterson & Mazviita Chirimuuta - 2014 - In Dustin Stokes, Mohan Matthen & Stephen Biggs (eds.), Perception and its Modalities. Oxford: pp. 410-430.
  2. Molyneux, neuroplasticity, and technologies of sensory substitution.Mark Paterson - 2019 - In Brian Glenney & J. F. Silva (eds.), The Senses and the History of Philosophy. New York: pp. 340-352.
  3. Blindness, Empathy, and “Feeling Seeing”: Literary and Insider Accounts of Blind Experience.Mark Paterson - 2014 - Emotion, Space and Society 10 (1):95-104.
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  4. 'Looking on Darkness, which the blind do see': Blindness, empathy and feeling seeing.Mark Paterson - 2013 - Mosaic: A Journal for the Interdisciplinary Study of Literature 46 (3):163-181.
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  5. What was Molyneux's Question A Question About?Jonathan Cohen & Mohan Matthen - forthcoming - In Routledge Handbook on Molyneux's Question. London: Routledge.
    Molyneux asked whether a newly sighted person could distinguish a sphere from a cube by sight alone, given that she was antecedently able to do so by touch. This, we contend, is a question about general ideas. To answer it, we must ask (a) whether spatial locations identified by touch can be identified also by sight, and (b) whether the integration of spatial locations into an idea of shape persists through changes of modality. Posed this way, Molyneux’s Question goes substantially (...)
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  6. Molyneux’s question and interpersonal variations in multimodal mental imagery among blind subjects.Bence Nanay - 2020 - In Brian Glenney (ed.), Molyneux's Question. London: Routledge. pp. 257-263.
    If the sight of cortically blind people were restored, could they visually recognize a cube or a sphere? This is Molyneux’s question. I argue that the answer to this question depends on the specificities of the mental setup of these cortically blind people. Some cortically blind people have (sometimes quite vivid) visual imagery. Others don’t. The answer to Molyneux’s question depends on whether the blind subjects have had visual imagery before their sight was restored. If they did, the answer to (...)
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