and brain physiology, 338–39
and brain processing of sound, 194–95
candidacy requirements, 303
for children, 173–74, 175–77,
179–84, 319
clinical trials for, 222
and the “cocktail party problem,” 297–99, 301–6
and cognition and education, 229–35
and continuous interleaved sampling (CIS), 217–18
contrasted with natural hearing, 218–22
controversy surrounding, 16–17, 22–23
credit for invention of, 93, 157
current practices, 278–79
Deaf community’s reaction to, 158, 179–81, 182–84, 318–20, 326–29, 331–33
and degraded hearing conditions, 203
description of device, 160–61, 161
earliest implant recipients, 184
early theory of, 94–95
and electrode placement, 220–21
Eyriès and Djourno’s early progress on, 92–93
FDA approval of, 157, 158, 176, 179, 183
and frequency, 101
and hearing aids (bimodal hearing), 170–71, 303–6, 310, 338
House’s device, 97–98, 105–7
House’s pioneering role in, 89–90
implanting of device, 159–62, 167
and language development, 212–16, 224–25, 244
and lipreading, 107
manufacturing of, 157
and meningitis risks, 183–84
Michelson’s device, 106–7
multichannel implants, 106–7, 140, 155–56, 175, 177
and music, 307–10, 312–13
National Association of the Deaf’s position on, 22–23, 182–83, 319
and pitch perception, 100, 101
and reading, 279
San Francisco device, 150–55, 157–58
and sensitive periods for hearing and brain development, 137–39
and sign language, 285
Simmons’ device, 99–100, 140
single-channel implants, 97–98, 105–8, 140, 153–54, 155, 157
and speech perception, 106–8
and spoken language, 241, 260, 280–82
success of, 157
and support networks, 336–38
and Swiller, 283
Utah device, 155–56, 158
varied results with, 222–29
cochlear nuclei, 127–28, 198
“cocktail party problem,”
297–99, 301–6
code-cracking capacity, 271
cognitive function, 232
cognitive research and bilingualism, 293
Cogswell, Alice, 59
Cogswell, Mason Fitch, 59
Cohen, Noel, 176
Cole, Janis, 321–22, 332–34
Columbia Institution for the Instruction of the Deaf and Dumb and the Blind, 60, 61
compensatory changes in the brain, 133–37
computations in the brain, 201
concentration, 247. See also attention
congenital hearing loss, 85–86
connexin 26 (autosomal recessive gene), 86
consonants, 72, 81
Contact (1997), 205
continuous interleaved sampling (CIS), 202, 217–18, 301, 306
Cook, Sarah, 297, 303–4, 305
cortical auditory evoked potential (CAEP), 137–38
cortical glimpse, 206
critical bandwidth concept, 154
critical periods in brain development, 131–33, 153, 248
Croneberg, Carl, 112, 113
CT (computed tomography)
scans, 86–87
Cued Speech, 228–29
cues used by children, 46–48
cultural bias, 331
curricular practices, 271
Dallos, Peter, 77
Davies, Bryn, 175–76
Deaf Cognition (Hauser), 232, 233, 235
Deaf community and culture
and American Sign Language, 288–94, 318–20, 321, 323, 326, 330–32, 333
on children and cochlear implantation, 158, 179–83, 328
and deaf of deaf, 15–16, 110, 233, 234–35, 320
demographics of, 290–91, 319
development of, 114–16
and educational underachievement, 21–22
Gallaudet University protests,
116–19, 186–89, 227, 322, 325
Deaf community and culture (cont.)
leaders of, 227
Lexington protests, 177–78
and oralism, 185–86
reaction to cochlear implants, 158, 179–81, 182–84, 318–20, 326–29, 331–33
rejection of deafness as disability, 116, 177–79
Deaf in America (Padden and Humphries), 115–16
Deaf Liberation Front, 183
Deaf Life magazine, 180–81
Deafness: An Autobiography (Wright), 54
deaf of deaf, 15–16, 110, 233, 234–35, 320
Deaf President Now protests (Gallaudet University), 116–19, 186, 227, 322, 325
Deaf Pride, 289
Deaf Space, 322
deaf vs. Deaf, 18, 115
decibels (dB), 27
Dehaene, Stanislas, 274
dementia, 293
demographics of deaf population, 14, 290–91, 319
dendritic spines, 197
Denworth, Alex
activation of device, 166–69
birthday party, 209
cause of hearing loss, 87–88
decision to implant, 120–23
degree of deafness, 30–31, 120
early concerns about, 3–8, 10–12
education of, 79, 82–85, 210–13
evaluations of, 8–10, 24–25, 28–32, 85–88, 199, 202, 211, 213–15
and family relocation, 335–40
hearing aids of, 78–79, 82, 84, 122, 170–71, 305
identity of, 215–16
language development of, 32, 121, 122, 165–66, 171–72, 244–45, 246
and localizing sounds, 300, 305
and loss of residual hearing, 259–65
and music, 307, 310–15
and the noise problem, 298–99
and oral system, 32, 79, 189
and reading, 267, 278
and sign language, 284–86, 294–95, 332–33
and social life, 209–10
surgery, 159–62
A Dictionary of American Sign Language on Linguistic Principles (Stokoe, Croneberg, and Casterline), 113
dinner-table problem, 299
disability debate, 116, 177–79
discourse, 244
distraction, 247–51
Djourno, André, 92–93, 106
Dobelle, William, 155
Dolitsky, Jay
on cause of hearing loss, 85, 87
and fluid in Alex’s ears, 10, 30
and initial concerns about Alex, 10
on precautions for Alex, 88
referral to Parisier, 121
and tubes for Alex, 30
on vulnerability of Alex’s hearing, 88, 120
Dolnick, Edward, 177–78, 179
Dorman, Michael
on continuous interleaved sampling (CIS), 218
on early implant research, 95
and localizing sounds, 305
optimism of, 306
and Sharma, 137
on turning electrodes off, 302–3
dorsal stream, 239
Dowell, Richard, 145, 174, 175
Doyle, Jim, 97–98, 102–3
Dr. Seuss books, 246, 269, 336
duPont, Alfred I., 74–75
dyslexia, 245, 268, 271, 276–77, 282
eardrum (tympanum), 26
earlobe (the pinna), 26
ear ossicles, 26
Eddington, Donald
on continuous interleaved sampling (CIS), 217–18
development of implant, 155–56, 158
on normal hearing compared to implants, 297–98
Edison, Thomas, 75
education
in America, 59
and attention, 255
and Bell, 62–63
bilingual-bicultural approach in, 229
Clarke School, 61, 82–85, 122, 210–13, 286
classroom environments, 255
communication as central to, 20
early efforts in, 51–61, 62–63
education policy, 227–28
and Epée, 50–52
Head Start, 247, 249, 256
higher education, 61
mainstreaming in, 57, 187, 212, 213, 227–28
option schools, 14–15, 79
oral deaf education, 57, 58, 61, 64, 66–67, 110, 177, 185, 226, 227, 228
protests in schools, 116–19, 177–78, 186–89
total communication approach in, 228
underachievement in, 21–22,
188–89, 227
unsatisfactory state of, 228
Eisen, Marc, 89, 98, 106
electricity and hearing, early experimentation in, 90–92
electroencephalography (EEG),
135–36, 137, 275
Ellis Island, 327–28
Emmorey, Karen, 279, 282, 288, 289–90
“Emotional Bingo,” 257
employment and earning capacity, 22
English as a second language, 253–54
enlarged vestibular aqueduct (EVA), 87–88
Epée, Charles-Michel de l’, 50–52, 54, 57–58, 65, 68
Epley, John, 100
ethical considerations regarding implants, 174–75
evolution and hearing function, 203–4
executive function skills, 234–35
expressive language, 214
Eyriès, Charles, 92–93, 106
Far from the Tree (Solomon), 18, 177
Fast ForWord, 249
Fernandes, Jane, 186–87
Fiedor, Matt, 175, 222
figurative language, 229
Finley, Charles, 217, 301
Fleischer, Lawrence, 188
Fletcher, Harvey, 70–75, 154, 196, 298
Flourens, Jean Pierre, 236
fluency in language, 234–35, 271–72, 278–80
Food and Drug Administration (FDA), 157, 158, 176, 179, 183
formants, 73
“fourth-grade slump,” 279
frequencies
and critical bandwidth concept, 154
and implanting of device, 167
and inner ear anatomy, 29–30
and range of hearing in humans, 27–28
technology to measure and produce, 72–73
transmission of, 101
fricatives (speech sounds), 81
frontal lobe, 271
Frost, Stephen, 267
functional localization, 237
functional magnetic resonance imaging (fMRI), 136–37, 197, 241
fundamental frequency, 29
F0F2 speech processing program,
147, 148
Gage, Phineas, 237
Gallaudet, Edward, 60, 63
Gallaudet, Thomas Hopkins, 58–60
Gallaudet University
accreditation issues, 188, 325–26
and American Sign Language (ASL), 281, 283, 285, 290
and Deaf culture, 317–22, 324–28, 329–30, 330–32
and Deaf President Now protests, 16, 116–19, 227, 322, 325
degree-conferring status of, 61
and Fernandes’s appointment, 186–89
and reading research, 279
Galvani, Luigi, 90–91
Gannon, Jack, 109, 110, 111
Gaspard, Jean Marc, 68
Geers, Ann, 225–26
genetics, 86
Ghitza, Oded, 205–6
Gianni Schicchi (Puccini), 109, 111–12
Gifford, René, 302–3
Giraud, Anne-Lise, 277
Glennie, Evelyn, 311
Goldberg, Don, 224
The Goldberg Variations, 312
Goldin, Lisa, 167–69, 298–99
Golgi, Camillo, 197
Good Morning America, 219
Gopnik, Alison, 41–42
Goswami, Usha, 245–46, 269, 276–77, 313–14
Gould, Glenn, 312
Gould, R. Max, 177
grammar
and American Sign Language, 288–89, 321
and brain physiology, 200, 243
Graser, Charles “Chuck,” 102–4, 105, 106
Gray, Charlotte, 64
Greeks, 268
Greenberg, Steven, 205–6
hair cells, 27, 31, 203, 302
hammer (malleus), 26
“hard of hearing,” 18
harmonics (partials), 29
Hart, Betty, 39–41
Haskins Laboratories, 205, 267–69, 279, 282
Hauser, Peter, 223, 229, 232, 234–35, 322
Hays, David, 110, 111
Head Start, 247, 249, 256
hearing aids
of Alex, 78–79, 82, 84, 122, 170–71, 305, 339
and Bakke, 331
and cochlear implants (bimodal hearing), 170–71, 303–6, 310, 338
in conjunction with implant, 170–71
early models of, 75
functioning of, 94
and public address systems, 313
and sound processing in the brain, 194–95, 202
and speech, 241
and support networks, 336–38
and Swiller, 320, 329
“hearing impaired,” 18
“hearing loss,” 18
hearing screenings, 278
Heinicke, Samuel, 56–57
Helmholtz, Hermann von
on nature of perception, 200–201
Poeppel on, 197
resonance (or harp) theory of, 69
On the Sensations of Tone, 63
hemispheres of the brain, 252, 271
Heppner, Cheryl, 179, 181
hertz (Hz), 27–28
Heschl’s gyrus, 199
Hickok, Greg
and Bellugi’s lab, 288
on expectations and perception, 202
language processing model
of, 239–41
on top-down processing, 254
Hiltermann, Bob, 311
Hirsch, Samuel, 111–12
Hlibok, Greg, 118, 178
Hochmair, Erwin, 157, 158
Hochmair, Ingeborg, 157
“home signs,” 52
Hong Kong International School, 339
House, Bill, 222, 331
House, John, 108
House, William
activations of implants, 167–69
background of, 96–97
and children, 175
and Clark, 142
criticisms of, 90, 106–8
and Eyriès and Djourno’s early progress, 93, 95–96
and FDA approval, 157
first attempts at implants, 97–98
and Graser’s implant, 102–4
and Karen’s implant, 104–5
limitations of implants, 105–8
pioneering role of, 89–90
and Simmons, 101–2
single-channel implants of, 102–5, 140, 155, 157
House Ear Institute (later House Research Institute), 96, 155, 205
Howard University, 324–25
How Deaf Children Learn (Hauser), 232
H Street corridor, 330
Hubbard, Gardiner Greene, 61
Hubbard, Mabel, 61, 64
Hubel, David, 131–33, 134, 248
Humphries, Tom, 19, 52, 113, 115–16
Hurwitz, T. Alan, 325
Husted, Tracy, 175
identity of people with hearing loss, 18, 114–16
immittance testing, 28
Individuals with Disabilities and Education Act (IDEA), 228
Ineraid device, 156, 217, 218
Infant Cognition and Communication Labo
ratory at NYU, 43–44
infants, reading to, 277–78. See also children
inferior colliculus, 198
inferior frontal gyrus, 242
The Infinite Gift (Yang), 39
injuries, hearing loss from, 259–61
innate ability to learn language, 35–36, 41–42
inner ear, 76, 126–28
“inner hearing,” 311–12, 314–15
Innes-Brown, Hamish, 310
intelligence and IQs, 41, 52, 226
isofield, 194
Itard, Jean Marc Gaspard, 68, 77
James, Melody, 177, 183
Jenkins, William, 152–53
Johnson, Mordecai, 325
Johnson, Samuel, 52
Jordan, I. King, 118, 186, 188, 320
Kaas, Jon, 152
Kandel, Eric, 196, 203
Kannapell, Barbara, 289
Keller, Helen, 52
Kemp, David, 5
Kendall, Amos, 60, 317
Kennedy, Max, 218
Kiang, Nelson, 106
Klass, Perri, 292
Klima, Ed, 287, 289
Kolff, Willem, 155
Kuhl, Patricia, 41–42, 45
Lane, Harlan, 54, 66, 114–15,
183, 220
language acquisition and skills
and age of language acquisition, 251–54
behaviorists’ approach to, 35
and cochlear implants, 212–16, 224–25, 244
difficulty of, 34–35
effect of age on, 37–39
expressive language, 214
fluency in language, 234–35, 271–72, 278–80
importance of, 20
innate ability to learn language, 35–36, 41–42
linguists’ approach to, 35
neurobiology of, 42, 236–46, 240, 251–54
and neuroplasticity, 250, 251–54
and patterns in language, 39
and prediction in language, 201–2
receptive language, 214
socioeconomic impacts on, 39–41
through patterns, 39
in utero, 39
See also bilingualism
large vestibular aqueduct syndrome (LVAS), 87–88
larynx, 80–82
“late-deafened,” 18
lateral lemniscus, 198
League for the Hard of Hearing (later: Center for Hearing and Communication), 176
learning, human drive for, 41–42
Lee, Jerry, 117
Leekoff, Mark, 184, 222–23
Leigh, Irene, 327–28
Leonardo da Vinci, 68
Levine, Edna, 110
Levitin, Daniel, 29
lexical processing, 200, 243
Lexington School for the Deaf,
177–78, 328
Liberman, Alvin, 201, 268–69
Liberman, Isabelle, 268–69
Limb, Charles, 308–9
Ling, Daniel, 169
Ling sounds, 169
linguistic cues, 46
linguists, 34–35
lip reading, 65, 107
liquids (speech sounds), 81
literacy skills
bilingual-bicultural approach, 229
and brain physiology, 274–75
and cochlear implants, 282
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