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Tytuł:
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Effects of Schema-Enriched Communication in Teams With Diverse Hearing Status.
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Autorzy:
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Stinson M; National Technical Institute for the Deaf, Rochester Institute of Technology, Rochester, United States of America.
Elliot L; National Technical Institute for the Deaf, Rochester Institute of Technology, Rochester, United States of America.
Marchetti C; School of Mathematical Studies, Rochester Institute of Technology, Rochester, United States of America.
Rentsch JR; School of Communication Studies, University of Tennessee, Knoxville, United States of America.
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Źródło:
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Journal of deaf studies and deaf education [J Deaf Stud Deaf Educ] 2021 Sep 15; Vol. 26 (4), pp. 522-534.
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Typ publikacji:
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Journal Article; Research Support, U.S. Gov't, Non-P.H.S.
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Język:
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English
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Imprint Name(s):
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Original Publication: Cary, NC : Oxford University Press, c1996-
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MeSH Terms:
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Education of Hearing Disabled*
Persons With Hearing Impairments*
Communication ; Hearing ; Humans ; Students
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Entry Date(s):
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Date Created: 20210624 Date Completed: 20211116 Latest Revision: 20211116
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Update Code:
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20240105
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DOI:
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10.1093/deafed/enab017
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PMID:
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34164645
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This study examined the effects of (a) schema-enriched communication and (b) computer-based messaging on the sharing of knowledge and problem solving in teams with deaf or hard of hearing (DHH) and typical hearing (TH) postsecondary students. Four-member teams comprising either all DHH, all TH, or two DHH and two TH postsecondary students solved a complex problem. Measures consisted of (a) shared written information, (b) creation of a matrix with information for solving the problem, (c) recognition of information shared by team members, and (d) quality of the team's problem solution. A total of 126 DHH and 126 TH postsecondary students participated in the study in teams with one of the three combinations of hearing status. Enriched communication increased teams' sharing of written information, creation of a matrix, recognition of information shared by teammates and quality of the problem solution in teams.
(© The Author(s) 2021. Published by Oxford University Press. All rights reserved. For Permissions, please email: journals.permissions@oup.com.)