Social Representation

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Ofer Yizhar - One of the best experts on this subject based on the ideXlab platform.

  • dynamics of Social Representation in the mouse prefrontal cortex
    Nature Neuroscience, 2019
    Co-Authors: Dana Rubi Levy, Tal Tamir, Maya Kaufman, Ana Parabucki, Aharon Weissbrod, Elad Schneidman, Ofer Yizhar
    Abstract:

    The prefrontal cortex (PFC) plays an important role in regulating Social functions in mammals, and its dysfunction has been linked to Social deficits in neurodevelopmental disorders. Yet little is known of how the PFC encodes Social information and how Social Representations may be altered in such disorders. Here, we show that neurons in the medial PFC of freely behaving male mice preferentially respond to Socially relevant olfactory cues. Population activity patterns in this region differed between Social and nonSocial stimuli and underwent experience-dependent refinement. In mice lacking the autism-associated gene Cntnap2, both the categorization of sensory stimuli and the refinement of Social Representations were impaired. Noise levels in spontaneous population activity were higher in Cntnap2 knockouts and correlated with the degree to which Social Representations were disrupted. Our findings elucidate the encoding of Social sensory cues in the medial PFC and provide a link between altered prefrontal dynamics and autism-associated Social dysfunction.

  • dynamics of Social Representation in the mouse prefrontal cortex
    bioRxiv, 2018
    Co-Authors: Dana Rubi Levy, Tal Tamir, Maya Kaufman, Aharon Weissbrod, Elad Schneidman, Ofer Yizhar
    Abstract:

    The prefrontal cortex (PFC) plays an important role in regulating Social functions in mammals, and impairments in this region have been linked with Social dysfunction in psychiatric disorders. Yet little is known of how the PFC encodes Social information and of how Social Representations may be altered in such disorders. Here, we show that neurons in the medial PFC (mPFC) of freely behaving mice preferentially respond to Socially-relevant sensory cues. Population activity patterns in the mPFC differed considerably between Social and nonSocial stimuli and underwent experience-dependent refinement. In Cntnap2 knockout mice, a genetic model of autism, both the categorization of sensory stimuli and the refinement of Social Representations were impaired. Noise levels in spontaneous population activity were higher in Cntnap2 mice, and correlated strongly with the degree to which Social Representations were disrupted. Our findings elucidate the encoding of Social sensory cues in the mPFC, and provide an important link between altered prefrontal dynamics and autism-associated Social dysfunction.

Soares, Norma Patricya Lopes - One of the best experts on this subject based on the ideXlab platform.

  • Dimensões didática, afetiva e formativa de docência que tecem as representações sociais entre licenciandos da UFPI
    Universidade Federal do Rio Grande do Norte, 2014
    Co-Authors: Soares, Norma Patricya Lopes
    Abstract:

    O objetivo desse estudo consiste em analisar a representação Social de docência para os estudantes dos primeiros anos dos cursos de Licenciatura em Pedagogia, Letras e Biologia. O campo dessa pesquisa é a Universidade Federal do Piauí Campus de Picos, no ano de 2009. Para o atendimento do objetivo acima proposto foi utilizada a Teoria das Representações Sociais, para que assim se apreendessem os elementos constitutivos de tais representações, conforme Moscovici e colaboradores. Tomou-se por base também a contribuição de Abric, com sua Teoria do Núcleo Central, e Wagner, com a Teoria da Sociogênese. Os dados foram coletados em duas fases: inicialmente através da Técnica de Associação Livre de Palavras (TALP); depois, por meio do Procedimento de Classificação Múltipla (PCM). Na primeira fase, 100 sujeitos evocaram suas representações de docência por meio dos termos indutores dar aula , aluno e professor . Para o tratamento desses dados utilizamos o software EVOC, que permitiu a detecção dos elementos do núcleo central e a conclusão de que a Representação Social de Docência é a de um trabalho executado por um mestre/educador que transmite, direcionado a um aprendiz que aprende, circunscrito à escola, envolvendo o aluno e professor, com todas as suas virtudes: para o primeiro, as de ser inteligente, interessado e dedicado e, para o segundo, as de ser amigo, sábio, portador de conhecimento e também inteligente. Já na segunda fase, apenas 10 sujeitos fizeram as classificações das 25 palavras mais evocadas na primeira. Para a análise dos dados do PCM, com o auxílio do software SPSS, fizemos Análise Estatística Multidimensional (MSA), para a Classificação Livre e constatamos três dimensões da Representação Social de Docência: a Didática, cujos focos são educador e aluno, sendo que estes dados, estando sobrepostos, significam a indissociabilidade desses elementos; a Afetiva, que apresenta elementos inerentes ao docente, sendo que o amor constitui o ponto forte dessa dimensão; e a Formativa, que, ao mesmo tempo, é ambígua e ambivalente, porque, nesta dimensão, o professor é um profissional vocacionado que tem a responsabilidade de ajudar o aluno a obter educação. Para a Classificação Dirigida procedemos à Análise da Estrutura de Similitude (SSA), pela qual apreendemos que a docência é uma profissão que se materializa na sala de aula, o que é extremamente verdadeiro porque a ação docente acontece nesse espaço, pressupondo um educador atencioso, amoroso, alegre, capacitado, vocacionado, paciente, companheiro, responsável, dedicado e compromissado, que tenha sabedoria e saiba ensinar e ajudar o aluno através do diálogo para que haja estudo e aprendizado. Tudo isso se faz necessário para que ocorra o resultado da docência, que é a educação de forma disciplinar. Os resultados apontam para uma representação Social bem tradicional do que seja o papel docente, o papel discente e da própria relação de ensinar e aprender por meio do ato de dar aula. Reside nesta assertiva a confirmação de que a estrutura da Representação Social de Docência, para os sujeitos investigados, espelha as condições sociogenéticas que as engendraram, e que estas permeiam sua organização estrutural, no determinado momento-contexto em que a representação Social foi captadaThis study intends to analyze the Social Representation of teaching for students of first years of undergraduate courses in Education, Letters and Biology. The field of this research was the Federal University of Piaui - Campus of Picos in 2009. To reach the objective proposed above, was used the theory of Social Representations to the seizure of the elements which constitute such Representations according to Moscovici and colleagues, considering the contribution of Abric with his Theory of Central Nucleus and Wagner with the Theory of Sociogenesis. Data were collected in two phases: first, through the Technique of Free Association of Words (TFAW) of which 100 subjects evoked Representations of their teaching through the inductor terms 'to teach', 'student' and 'teacher'. For those data we used the EVOC software that promoted to detect the elements of the core and to conclude that the Social Representation of teaching is one of the work performed by a master / teacher who transmits, directed to an apprentice who learns, confined to the school involving the student with all his virtues to be smart, interested and dedicated, and teacher to be friend, wise bearer of knowledge and also intelligent. Then, using the Multiple Classification Procedure (MCP) only 10 subjects made ratings of 25 more evoked words in the first phase, for the analysis of data from the MPC with the use of the SPSS software we used Multidimensional Statistical Analysis (MSA) for the Free Classification we found three dimensions of Social Representation of Teaching: The Didactic, that focuses on teacher and student being superimposed, meaning the inseparability of these elements, the Affective, which presents the elements inherent in teachers with love as the strong point of this dimension, and the Formative, that is as ambiguous as ambivalent because it sees the teacher as a professional directed to help students get an education; for Directed Classification with Similarity Structure Analysis (SSA), we learn that teaching is a profession that materializes in the classroom, which is extremely true because the action happens in this teaching space, supposing a caring, loving, cheerful, capable, apt, patient, partner, responsible, dedicated, committed educator, who has wisdom and knows how to teach and help students through dialogue to there study and learning. All of it s necessary to occur the result of teaching, which is education in a disciplinary manner. The results point to a very traditional Social Representation of what is the role of teachers, the role of students and the role of the relationship itself between teaching and learning through the act of teaching. With this statement, we can confirm that the structure of Social Representation of Teaching for the investigated subjects reflects the sociogenetic conditions that engendered them, and that these conditions permeate their structural organization, in particular time-context in which Social Representation was capture

  • Dimensões didática, afetiva e formativa de docência que tecem as representações sociais entre licenciandos da UFPI
    Educação, 2012
    Co-Authors: Soares, Norma Patricya Lopes
    Abstract:

    This study intends to analyze the Social Representation of teaching for students of first years of undergraduate courses in Education, Letters and Biology. The field of this research was the Federal University of Piaui - Campus of Picos in 2009. To reach the objective proposed above, was used the theory of Social Representations to the seizure of the elements which constitute such Representations according to Moscovici and colleagues, considering the contribution of Abric with his Theory of Central Nucleus and Wagner with the Theory of Sociogenesis. Data were collected in two phases: first, through the Technique of Free Association of Words (TFAW) of which 100 subjects evoked Representations of their teaching through the inductor terms 'to teach', 'student' and 'teacher'. For those data we used the EVOC software that promoted to detect the elements of the core and to conclude that the Social Representation of teaching is one of the work performed by a master / teacher who transmits, directed to an apprentice who learns, confined to the school involving the student with all his virtues to be smart, interested and dedicated, and teacher to be friend, wise bearer of knowledge and also intelligent. Then, using the Multiple Classification Procedure (MCP) only 10 subjects made ratings of 25 more evoked words in the first phase, for the analysis of data from the MPC with the use of the SPSS software we used Multidimensional Statistical Analysis (MSA) for the Free Classification we found three dimensions of Social Representation of Teaching: The Didactic, that focuses on teacher and student being superimposed, meaning the inseparability of these elements, the Affective, which presents the elements inherent in teachers with love as the strong point of this dimension, and the Formative, that is as ambiguous as ambivalent because it sees the teacher as a professional directed to help students get an education; for Directed Classification with Similarity Structure Analysis (SSA), we learn that teaching is a profession that materializes in the classroom, which is extremely true because the action happens in this teaching space, supposing a caring, loving, cheerful, capable, apt, patient, partner, responsible, dedicated, committed educator, who has wisdom and knows how to teach and help students through dialogue to there study and learning. All of it s necessary to occur the result of teaching, which is education in a disciplinary manner. The results point to a very traditional Social Representation of what is the role of teachers, the role of students and the role of the relationship itself between teaching and learning through the act of teaching. With this statement, we can confirm that the structure of Social Representation of Teaching for the investigated subjects reflects the sociogenetic conditions that engendered them, and that these conditions permeate their structural organization, in particular time-context in which Social Representation was capturedCoordenação de Aperfeiçoamento de Pessoal de Nível SuperiorO objetivo desse estudo consiste em analisar a representação Social de docência para os estudantes dos primeiros anos dos cursos de Licenciatura em Pedagogia, Letras e Biologia. O campo dessa pesquisa é a Universidade Federal do Piauí Campus de Picos, no ano de 2009. Para o atendimento do objetivo acima proposto foi utilizada a Teoria das Representações Sociais, para que assim se apreendessem os elementos constitutivos de tais representações, conforme Moscovici e colaboradores. Tomou-se por base também a contribuição de Abric, com sua Teoria do Núcleo Central, e Wagner, com a Teoria da Sociogênese. Os dados foram coletados em duas fases: inicialmente através da Técnica de Associação Livre de Palavras (TALP); depois, por meio do Procedimento de Classificação Múltipla (PCM). Na primeira fase, 100 sujeitos evocaram suas representações de docência por meio dos termos indutores dar aula , aluno e professor . Para o tratamento desses dados utilizamos o software EVOC, que permitiu a detecção dos elementos do núcleo central e a conclusão de que a Representação Social de Docência é a de um trabalho executado por um mestre/educador que transmite, direcionado a um aprendiz que aprende, circunscrito à escola, envolvendo o aluno e professor, com todas as suas virtudes: para o primeiro, as de ser inteligente, interessado e dedicado e, para o segundo, as de ser amigo, sábio, portador de conhecimento e também inteligente. Já na segunda fase, apenas 10 sujeitos fizeram as classificações das 25 palavras mais evocadas na primeira. Para a análise dos dados do PCM, com o auxílio do software SPSS, fizemos Análise Estatística Multidimensional (MSA), para a Classificação Livre e constatamos três dimensões da Representação Social de Docência: a Didática, cujos focos são educador e aluno, sendo que estes dados, estando sobrepostos, significam a indissociabilidade desses elementos; a Afetiva, que apresenta elementos inerentes ao docente, sendo que o amor constitui o ponto forte dessa dimensão; e a Formativa, que, ao mesmo tempo, é ambígua e ambivalente, porque, nesta dimensão, o professor é um profissional vocacionado que tem a responsabilidade de ajudar o aluno a obter educação. Para a Classificação Dirigida procedemos à Análise da Estrutura de Similitude (SSA), pela qual apreendemos que a docência é uma profissão que se materializa na sala de aula, o que é extremamente verdadeiro porque a ação docente acontece nesse espaço, pressupondo um educador atencioso, amoroso, alegre, capacitado, vocacionado, paciente, companheiro, responsável, dedicado e compromissado, que tenha sabedoria e saiba ensinar e ajudar o aluno através do diálogo para que haja estudo e aprendizado. Tudo isso se faz necessário para que ocorra o resultado da docência, que é a educação de forma disciplinar. Os resultados apontam para uma representação Social bem tradicional do que seja o papel docente, o papel discente e da própria relação de ensinar e aprender por meio do ato de dar aula. Reside nesta assertiva a confirmação de que a estrutura da Representação Social de Docência, para os sujeitos investigados, espelha as condições sociogenéticas que as engendraram, e que estas permeiam sua organização estrutural, no determinado momento-contexto em que a representação Social foi captad

Rosa Cabecinhas - One of the best experts on this subject based on the ideXlab platform.

  • remembering world war ii and willingness to fight sociocultural factors in the Social Representation of historical warfare across 22 societies
    Journal of Cross-Cultural Psychology, 2008
    Co-Authors: Dario Paez, James H Liu, Elza Maria Techio, Patricia Slawuta, Anya Zlobina, Rosa Cabecinhas
    Abstract:

    Students from 22 nations answered a survey on the most important events in world history. At the national level, free recalling and a positive evaluation of World War II (WWII) were associated with World Values Survey willingness to fight for the country in a war and being a victorious nation. Willingness to fight, a more benign evaluation of WWII, and recall of WWII were associated with nation-level scores on power distance and low postmaterialism, suggesting that values stressing obedience and competition between nations are associated with support for collective violence, whereas values of expressive individualism are negatively related. Internal political violence was unrelated to willingness to fight, excluding direct learning as an explanation of legitimization of violence. Recall of wars in general (operationalized by WWI recall) was also unrelated to willingness to fight. Results replicate and extend Archer and Gartner's classic study showing the legitimization of violence by war to the domain of ...

Chundu Srikanth - One of the best experts on this subject based on the ideXlab platform.

  • Social Representation of hearing loss and hearing aids
    2021
    Co-Authors: Chundu Srikanth, Manchaiah Vinaya, Han Woojae, Krishna Rajalakshmi, Ratinaud Pierre, Allen, Peter M.
    Abstract:

    This study examined the Social Representation of hearing loss and hearing aids in people with hearing loss (PHL) in India, Republic of Korea, United Kingdom and the United States using Social Representation Theory. The study helps to understand collective view of PHL about hearing loss and hearing aids. The results will aid to develop culturally appropriate public education campaigns, marketing material and appropriate rehabilitation for PHL with the aim to reduce delay in seeking help and improve hearing aid adoption. Summary: Background and Objective: Despite the negative consequences of hearing loss, people with hearing loss (PHL) wait about 10 years before seeking professional help and adopt hearing aid. Much of the knowledge in hearing help-seeking and hearing aid adoption have used attitude theories and stigma theory. However, the strategies developed based on these theories have not resulted in any substantial improvements to help-seeking behavior. Thus, it is essential to consider alternative theories (e.g., Theory of Social Representations) which have been successfully used in disability research to better understand how PHL perceives hearing loss and hearing aids to improve help seeking and hearing aid adoption. The aim of the current study was to examine the Social Representation of hearing loss and hearing aids in PHL in India, Republic of Korea (ROK), United Kingdom (UK), and the United States (US). Social Representation refers to values, practices, customs, ideas, and beliefs that are shared between individuals in a society or group. Design: The study used a cross-sectional survey design. 424 participants were recruited using a consecutive sampling method in four countries (India, ROK, UK and US). Data was collected using a free association task self-reported questionnaire and analyzed using qualitative (i.e., content analysis) and quantitative (similarities analysis, prototypical analysis, and Chi-square analysis) techniques. Results: The free associations of the PHL relating to hearing loss were grouped into 37 categories. The most commonly reported categories were ‘communication difficulties,’ ‘negative mental state,’ ‘ageing,’ ‘assessment and management,’ ‘causes of hearing loss,’ ‘hearing ability or disability,’ ‘hearing instruments,’ and ‘symptoms of hearing loss.’ Similarities analysis and prototypical analysis highlighted two main negative categories ‘negative mental state’ and ‘communication difficulties’ which form the central elements of Social Representation of hearing loss. PHL associated hearing loss mainly as a negative phenomenon but with some positive and neutral aspects. ROK respondents reported a greater number of neutral associations compared to other countries. In terms of the hearing aids, the free associations were grouped into 45 categories. The frequently reported categories across all countries were ‘beneficial,’ ‘cost and time’ and ‘appearance and design.’ Approximately 50% of the associations reported were negative. There were variations in terms of the categories that were predominant in the Social Representation of each country. ‘Others' actions and attitude’ category was predominantly reported by PHL in India. ‘Disturbance’ and ‘dissatisfaction’ of hearing aids and the ‘repairs and maintenance of hearing aids’ categories were mainly reported from the ROK and the US, respectively. Overall, there were cross cultural similarities and differences in PHL’s Social Representation of hearing loss and hearing aids, although more similarities than differences were noted. Conclusions: The study provides an insight into how PHL collectively view hearing loss and hearing aids. We believe that these findings will help to develop our understanding of the influence of culture on the Social Representation of hearing loss and hearing aids. The results will aid the development of culturally appropriate public education campaigns, marketing material and appropriate rehabilitation for PHL with the aim to improve help-seeking and hearing aid adoption

  • Social Representation of hearing aids among people with hearing loss: An exploratory study
    'Informa UK Limited', 2021
    Co-Authors: Chundu Srikanth, Han Woojae, Krishna Rajalakshmi, Ratinaud Pierre, Allen, Peter M., Manchaiah Vinaya
    Abstract:

    Objective: The aim of the current study was to examine the Social Representation (SR) of hearing aids in people with hearing loss (PHL) in India, the Republic of Korea (ROK), the United Kingdom (UK), and the United States of America (US). Design: The study used a cross-sectional survey design. The data collected by using a free association task were analysed qualitatively (i.e. content analysis) and quantitatively (i.e. chi-square analysis, similarities analysis, prototypical analysis). Study sample: 424 participants with hearing loss. Results: The most commonly reported categories across all countries were “beneficial,” “cost and time,” and “appearance and design.” Approximately 50% of the associations reported were negative. There were variations in terms of the categories that were predominant in the SR of each country. “Others actions and attitude" category was predominantly reported by PHL in India. “Disturbance” and “dissatisfaction” of hearing aids and the “repairs and maintenance of hearing aids” categories were mainly reported from the ROK and the US, respectively. Conclusions: The current results highlight the main aspects that PHL report spontaneously when they think about hearing aids. The findings will help to further inform public health campaigns and will contribute to develop culturally appropriate media materials regarding hearing aids

  • Social Representation of ‘hearing loss’ among people with hearing loss: An exploratory cross-cultural study
    'Georg Thieme Verlag KG', 2020
    Co-Authors: Chundu Srikanth, Manchaiah Vinaya, Han Woojae, Ratinaud Pierre, Thammaiah Spoorthi, Allen Peter
    Abstract:

    Background: Hearing loss can have an effect on the physical, psychoSocial, and cognitive wellbeing of an individual. Despite the research on attitudes and stigma associated with hearing loss, people with hearing loss (PHL) continue to delay seeking help. Thus, it is vital to look at alternative theories which have been successfully used in disability research to better understand how PHL perceive hearing loss. Purpose: The aim of the current exploratory study was to examine the Social Representation (SR) of “hearing loss” in PHL in India, Republic of Korea (ROK), United Kingdom (UK), and the United States (US). Research Design: The study used a cross-sectional survey design. Study Sample: In this study, 424 participants were recruited using a consecutive sampling method in four countries (India, Republic of Korea, United Kingdom, and United States). Data Collection and Analysis: Data collection was conducted using a questionnaire. Data were analyzed using content analysis, similarities analysis, prototypical analysis, and chi-square analysis. Results: The free associations of the PHL were grouped into 37 categories. The most commonly reported categories were communication difficulties, negative mental state, aging, assessment and management, causes of hearing loss, hearing ability or disability, hearing instruments, and symptoms of hearing loss. Similarities analysis and prototypical analysis highlighted two main negative categories (negative mental state and communication difficulties) which form the central elements of SR of hearing loss. PHL associated hearing loss mainly as a negative phenomenon, but with some positive and neutral aspects. Respondents from ROK reported a greater number of neutral associations compared with other countries. There were cross-cultural similarities and differences in terms of PHL's SR of hearing loss, but there were more similarities than differences. Conclusion: The study provides an insight into how PHL collectively view their “hearing loss” and helps to develop our understanding of the influence of culture on the SR of “hearing loss.” The results will aid the development of culturally appropriate public education campaigns, marketing material, and appropriate rehabilitation for PHL

Manchaiah Vinaya - One of the best experts on this subject based on the ideXlab platform.

  • Social Representation of hearing loss and hearing aids
    2021
    Co-Authors: Chundu Srikanth, Manchaiah Vinaya, Han Woojae, Krishna Rajalakshmi, Ratinaud Pierre, Allen, Peter M.
    Abstract:

    This study examined the Social Representation of hearing loss and hearing aids in people with hearing loss (PHL) in India, Republic of Korea, United Kingdom and the United States using Social Representation Theory. The study helps to understand collective view of PHL about hearing loss and hearing aids. The results will aid to develop culturally appropriate public education campaigns, marketing material and appropriate rehabilitation for PHL with the aim to reduce delay in seeking help and improve hearing aid adoption. Summary: Background and Objective: Despite the negative consequences of hearing loss, people with hearing loss (PHL) wait about 10 years before seeking professional help and adopt hearing aid. Much of the knowledge in hearing help-seeking and hearing aid adoption have used attitude theories and stigma theory. However, the strategies developed based on these theories have not resulted in any substantial improvements to help-seeking behavior. Thus, it is essential to consider alternative theories (e.g., Theory of Social Representations) which have been successfully used in disability research to better understand how PHL perceives hearing loss and hearing aids to improve help seeking and hearing aid adoption. The aim of the current study was to examine the Social Representation of hearing loss and hearing aids in PHL in India, Republic of Korea (ROK), United Kingdom (UK), and the United States (US). Social Representation refers to values, practices, customs, ideas, and beliefs that are shared between individuals in a society or group. Design: The study used a cross-sectional survey design. 424 participants were recruited using a consecutive sampling method in four countries (India, ROK, UK and US). Data was collected using a free association task self-reported questionnaire and analyzed using qualitative (i.e., content analysis) and quantitative (similarities analysis, prototypical analysis, and Chi-square analysis) techniques. Results: The free associations of the PHL relating to hearing loss were grouped into 37 categories. The most commonly reported categories were ‘communication difficulties,’ ‘negative mental state,’ ‘ageing,’ ‘assessment and management,’ ‘causes of hearing loss,’ ‘hearing ability or disability,’ ‘hearing instruments,’ and ‘symptoms of hearing loss.’ Similarities analysis and prototypical analysis highlighted two main negative categories ‘negative mental state’ and ‘communication difficulties’ which form the central elements of Social Representation of hearing loss. PHL associated hearing loss mainly as a negative phenomenon but with some positive and neutral aspects. ROK respondents reported a greater number of neutral associations compared to other countries. In terms of the hearing aids, the free associations were grouped into 45 categories. The frequently reported categories across all countries were ‘beneficial,’ ‘cost and time’ and ‘appearance and design.’ Approximately 50% of the associations reported were negative. There were variations in terms of the categories that were predominant in the Social Representation of each country. ‘Others' actions and attitude’ category was predominantly reported by PHL in India. ‘Disturbance’ and ‘dissatisfaction’ of hearing aids and the ‘repairs and maintenance of hearing aids’ categories were mainly reported from the ROK and the US, respectively. Overall, there were cross cultural similarities and differences in PHL’s Social Representation of hearing loss and hearing aids, although more similarities than differences were noted. Conclusions: The study provides an insight into how PHL collectively view hearing loss and hearing aids. We believe that these findings will help to develop our understanding of the influence of culture on the Social Representation of hearing loss and hearing aids. The results will aid the development of culturally appropriate public education campaigns, marketing material and appropriate rehabilitation for PHL with the aim to improve help-seeking and hearing aid adoption

  • Social Representation of hearing aids among people with hearing loss: An exploratory study
    'Informa UK Limited', 2021
    Co-Authors: Chundu Srikanth, Han Woojae, Krishna Rajalakshmi, Ratinaud Pierre, Allen, Peter M., Manchaiah Vinaya
    Abstract:

    Objective: The aim of the current study was to examine the Social Representation (SR) of hearing aids in people with hearing loss (PHL) in India, the Republic of Korea (ROK), the United Kingdom (UK), and the United States of America (US). Design: The study used a cross-sectional survey design. The data collected by using a free association task were analysed qualitatively (i.e. content analysis) and quantitatively (i.e. chi-square analysis, similarities analysis, prototypical analysis). Study sample: 424 participants with hearing loss. Results: The most commonly reported categories across all countries were “beneficial,” “cost and time,” and “appearance and design.” Approximately 50% of the associations reported were negative. There were variations in terms of the categories that were predominant in the SR of each country. “Others actions and attitude" category was predominantly reported by PHL in India. “Disturbance” and “dissatisfaction” of hearing aids and the “repairs and maintenance of hearing aids” categories were mainly reported from the ROK and the US, respectively. Conclusions: The current results highlight the main aspects that PHL report spontaneously when they think about hearing aids. The findings will help to further inform public health campaigns and will contribute to develop culturally appropriate media materials regarding hearing aids

  • Social Representation of ‘hearing loss’ among people with hearing loss: An exploratory cross-cultural study
    'Georg Thieme Verlag KG', 2020
    Co-Authors: Chundu Srikanth, Manchaiah Vinaya, Han Woojae, Ratinaud Pierre, Thammaiah Spoorthi, Allen Peter
    Abstract:

    Background: Hearing loss can have an effect on the physical, psychoSocial, and cognitive wellbeing of an individual. Despite the research on attitudes and stigma associated with hearing loss, people with hearing loss (PHL) continue to delay seeking help. Thus, it is vital to look at alternative theories which have been successfully used in disability research to better understand how PHL perceive hearing loss. Purpose: The aim of the current exploratory study was to examine the Social Representation (SR) of “hearing loss” in PHL in India, Republic of Korea (ROK), United Kingdom (UK), and the United States (US). Research Design: The study used a cross-sectional survey design. Study Sample: In this study, 424 participants were recruited using a consecutive sampling method in four countries (India, Republic of Korea, United Kingdom, and United States). Data Collection and Analysis: Data collection was conducted using a questionnaire. Data were analyzed using content analysis, similarities analysis, prototypical analysis, and chi-square analysis. Results: The free associations of the PHL were grouped into 37 categories. The most commonly reported categories were communication difficulties, negative mental state, aging, assessment and management, causes of hearing loss, hearing ability or disability, hearing instruments, and symptoms of hearing loss. Similarities analysis and prototypical analysis highlighted two main negative categories (negative mental state and communication difficulties) which form the central elements of SR of hearing loss. PHL associated hearing loss mainly as a negative phenomenon, but with some positive and neutral aspects. Respondents from ROK reported a greater number of neutral associations compared with other countries. There were cross-cultural similarities and differences in terms of PHL's SR of hearing loss, but there were more similarities than differences. Conclusion: The study provides an insight into how PHL collectively view their “hearing loss” and helps to develop our understanding of the influence of culture on the SR of “hearing loss.” The results will aid the development of culturally appropriate public education campaigns, marketing material, and appropriate rehabilitation for PHL

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