Evaluational Language Processes in the Deaf

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Abstract
Locus of Control and Evaluation Scales were administered to 137 deaf Ss at the Tennessee School for the Deaf and to 302 control Ss from the public schools of Williamson County, Tennessee. The results strongly supported the hypothesis that the deaf rely very heavily on others for evaluative judgments as well as behavioral decisions. The data were consistent with the frequently made observation that the deaf adolescent is more immature and dependent both in educational level and social-emotional growth. The problem of the importance of evaluational vocabulary for evaluational judgments was discussed.

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