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NIC Written Exam > NIC Written Exam > Flashcards

NIC Written Exam Flashcards

1
Q

RID

A

Registry of Interpreters for the Deaf

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2
Q

NAD

A

National Association of the Deaf

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3
Q

MCE

A

Manually Coded English

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4
Q

SEE

A

Signed Exact English

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5
Q

AVLIC

A

Association of Visual Language Interpreters of Canada

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6
Q

AGBAD

A

Alexander Graham Bell Association for the Deaf

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7
Q

NIC

A

National Interpreter Certification

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8
Q

CDI

A

Certified Deaf Interpreter

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9
Q

CI

A

Certificate of Interpretation

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10
Q

CT

A

Certificate of Transliteration

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11
Q

OTC

A

Oral Translation Certificate

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12
Q

SC:L

A

Specialist Certificate: Legal

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13
Q

MCSC

A

Master Comprehensive Skills Certificate

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14
Q

CSC

A

Comprehensive Skills Certificate

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15
Q

EIPA

A

Educational Interpreter Performance Assessment

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16
Q

DOE

A

Department of Education

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17
Q

LSQ

A

Quebec Sign Language/Langue des Signes Quebecoise

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18
Q

IDEA

A

Individuals with Disabilities Education Act

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19
Q

ADA

A

Americans with Disabilities Act

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20
Q

ASL

A

American Sign Language

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21
Q

LRE

A

Least Restrictive Environment (education)

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22
Q

IEP (in schools)

A

Individual Education Program

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23
Q

SHHH

A

Self Help for Hard of Hearing People

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24
Q

ITP

A

Interpreter Training Program

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25
Q

IEP (related to interpreting)

A

Interpreter Education Program

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26
Q

CASE

A

Conceptually Accurate Signed English

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27
Q

CEU

A

Continuing Education Unit

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28
Q

VRS

A

Video Relay Service

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29
Q

TRS

A

Telecommunications Relay Service

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30
Q

VRI

A

Video Remote Interpreting

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31
Q

FCC

A

Federal Communications Commission

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32
Q

NTID

A

National Technical Institute for the Deaf

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33
Q

PSE

A

Pidgin Signed English

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34
Q

LOVE

A

Linguistics of Visual English

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35
Q

CPC

A

Code of Professional Conduct

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36
Q

CODA

A

Child of Deaf Adults

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37
Q

HVO

A

High Visual Orientation

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38
Q

HLAA

A

Hearing Loss Association of America

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39
Q

DPN

A

Deaf President Now

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40
Q

SSP

A

Support Service Provider

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41
Q

WASLI

A

World Association of Sign Language Interpreters

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42
Q

WFD

A

World Federation of the Deaf

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43
Q

SPP

A

Standard Practice Paper

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44
Q

NMM

A

Non-manual Markers

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45
Q

Interpretation

A

The process of changing a message from one language to another, conveying all essential elements of meaning and maintaining dynamic equivalence; a highly sophisticated and demanding mental task involving complex thinking and analytical strategies.

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46
Q

Transliteration

A

As used in the field of sign language interpretation, is the result of taking a source language message; refers to conveying information between a spoken and signed form of English.

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47
Q

Translation

A

Changing a message from the frozen form of one language into the frozen form of another language; this is an emerging field for Deaf individuals (e.g. videotaped translations of textbooks, plays, and poems).

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48
Q

Processing time

+ a.k.a.

A

The time used by the interpreter to analyze the source language utterance and to make cultural and linguistic adjustments before producing an equivalent message in the target language.

a.k.a. “lag time”

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49
Q

Voice-to-Sign

A

The part of the interpretation process in which the source language is spoken and the output is signed (ASL, LSQ, or a manual from of English).

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50
Q

Sign-to-Voice

A

The part of the interpretation process in which the source language message is signed (ASL, LSQ, or manual form of English) and the output is spoken in English, French, or any other auditory language.

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51
Q

Source Language

+ abbrev.

A

(SL)

The language in which an original message is conveyed and upon which interpretation is based.

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52
Q

Target Language

+ abbrev.

A

(TL)

The language into which the message is interpreted with equivalent meaning.

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53
Q

Tactile Interpreting

A

Interpreting for Deafblind/low-vision consumers using a form of signing that requires touch rather than visual cues.

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54
Q

Oral Transliteration

A

Making spoken English visible for an oral Deaf individual; includes repeating what is being said without speech, selecting words that are most easily speech-readable, and sometimes using a gesture for clarification.

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55
Q

Teaming

A

Involves two or more interpreters working together to

ensure the accuracy and quality of the interpretation.

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56
Q

Dynamic Equivalence

A

In an interpreted event, maintaining the “chemistry” between a speaker and his/her audience that allows a connection to be made and the speaker’s goals to be accomplished.

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57
Q

Clozure Skills

A

The ability to mentally fill in the blanks when part of an utterance is obscured or when the receiver does not understand a term or phrase.

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58
Q

Consecutive Interpreting

A

The process of interpreting into the TL after the speaker completes one or more ideas in the SL and pauses while the interpreter transmits that information; more accurate than the alternative interpreting process.

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59
Q

Simultaneous Interpreting

A

The process of interpreting or transliterating into the TL or code at the same time that the SL message is being delivered.

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60
Q

Cultural Mediation

A

Interpreting in such a way that information has equivalent meaning and impact for individuals with different languages and cultural schema; requires interpreter to make cultural and linguistic reductions.

61
Q

Chunking

A

A process which involves dividing a message into meaningful limits.

62
Q

Glossing

A

A method of writing down ASL that assigns an English word to a sign and has other conventions for classifiers s, facial grammar, etc.

63
Q

Total Communication

A

In its original conception (coined by Roy Holcomb), defined as using any means necessary to successfully communicate with a Deaf child; adopted and redefined by the education system to mean speaking and signing at the same time.

64
Q

Simultaneous Communication

+ a.k.a. (2)

A

Speaking and signing at the same time; research has demonstrates a variety of research that shows problems with hearing people omitting signs, making semantic errors, producing signs unclearly, and confusing mouth markers.

a.k.a. “sim-com” & “sign supported speech”

65
Q

Language

A

A rule governed communication system.

66
Q

Loan Signs

+ 8 characteristics

+ a.k.a.

A

A fingerspelled word that becomes its own sign.

  1. Some of the signs may be deleted
  2. The location may change
  3. Handshapes may change
  4. Movement may be added
  5. The orientation may change
  6. There may be a reduplication of movement
  7. The second hand may be added
  8. Grammatical information may be included

a.k.a. lexicalized fingerspelling

67
Q

Lexical Borrowing

+ 1 example

A

Using a word or sign from one language in another.

Example: In ASL we use the signs that Deaf people in other countries use for their own country.

68
Q

Affect

A

The attitude or emotion that a speaker/signer brings to an utterance.

69
Q

Fingerspelling

A

Representing the symbols of written English (letters) through sign language.

70
Q

Classifiers

+ a.k.a.

A

Verbs that contain information related to action or state of being, OR aspects of their meaning.

a.k.a. classifiers

71
Q

Register

A

Frozen, formal, consultative, informal, intimate; each has specific characteristics and unwritten rules determining turn-taking, complexity/completeness of sentence structure; and choice of vocabulary.

72
Q

Non-Manual Markers

A

Facial expressions that accompany certain signs, which can add or change meaning, build new signs, and provide grammar to make sentences.

73
Q

Contact Varieties

+ Traditionally called ________.

A

Results from the contact between English and ASL and has features of both.

Traditionally called PSE (Pidgin Signed English).

74
Q

Mouth Morphemes

A

Part of non-manual grammar in sign language. Can convey an adjective, adverb, or another descriptive meaning in association with an ASL word.

75
Q

Grammar

A

The set of rules in a language.

76
Q

Morphology

A

The study of the smallest meaningful units of language and how those meaningful units are used to build new words or signs.

77
Q

Syntax

A

The study of the way in which sentence are constructed; how sentences are related to each other.

78
Q

Phonology

A

The study of the smallest contrastive units of language.

79
Q

Phraseology

A

?

80
Q

Pragmatics

A

How the meaning conveyed by a word or sentence depends on aspects of the context in which it is used (such as time, place, social relationship between speaker and listener, and speaker’s assumptions about listener’s beliefs).

81
Q

Semantics

A

The study of meaning; how words and sentences are related to the (real or imaginary) objects they refer to and the situations they describe.

82
Q

Prosody

A

Organizes discourse into smaller units and provides a way to categorize or show segmentation of idea units.

Examples: changes in eye gaze, head movement, body leans, lengthening of signs, cheek puffing, nose wrinkling and hand clasping.

83
Q

Discourse Analysis

A

The study of language beyond the level of the grammatical sentence, by focusing on language as it is used in real world situations.

84
Q

Phoneme

+ in spoken languages?
+ in ASL?

A

The smallest contrastive unit of a language.

Spoken languages: sounds
ASL: handshape, movement, location, orientation, NMS (parameters)

85
Q

Morpheme

A

The smallest meaningful unit of language.

86
Q

Free Morphemes

+ 2 English examples
+2 ASL examples

A

Morphemes that occur by themselves, as independent units.

English: cat, sit
ASL: CAT, LOUSY

87
Q

Bound Morphemes

A

Morphemes that cannot occur as independent units.

English: plural -s in sits
ASL: Handhsape 3 in THREE-WEEKS

88
Q

Topic-Comment Structure

A

When information is expressed at the beginning of a sentence to draw specific attention to it or emphasize it; the first part often names what the rest of the sentence will be about.

89
Q

Sign Supported Speech

+ Formerly referred to as ______.

A

A broad term used to refer to a variety of English-based signing systems; composed of invented hand movements that attempt to represent English in a manual/visual form, relying entirely upon the lexicon and syntax of English, and usually accompanied with speech or lip movements

Formerly referred to as Manually Coded English.

90
Q

Conceptually Accurate Signed English

A

A manual code for English which combines English grammatical order with ASL signs and some invented initialized signs; choices of signs based on the intended concept or idea of the speaker.

91
Q

Code Switching

A

The conscious or unconscious movement from ASL into English-like signing or from English-like signing into ASL; this often occurs due to the experience of oppression common to Deaf people in Canada and the US.

92
Q

Rochester Method

A

A manual code for English wherein each letter of the English alphabet is assigned a handshape and all words communicated, with the exception of AND, are fingerspelled.

93
Q

Inclusion

A

?

94
Q

Discourse Mapping

A

Helps signers identify cohesion markers in a signed text and helps interpreters cognitively chunk/link messages in a given text.

95
Q

Thomas Hopkins Gallaudet

A

A renowned American pioneer in the education of the deaf. He co-founded the first institution for the education of the deaf in North America (Connecticut Asylum (at Hartford) for the Education and Instruction of Deaf and Dumb Persons, now known as the American School for the Deaf) and he became its first principal. Was inspired to teach the Deaf after meeting Alice Cogswell.

96
Q

Laurent Clerc

A

a French teacher called “The Apostle of the Deaf in America” by generations of American Deaf people. He was taught by Abbe Sicard, at the famous school for the Deaf in Paris, Institution Nationale des Sourds-Muets. He co-founded the American School for the Deaf.

97
Q

Abbe Charles-Michel de l-Epee

A

Generally considered the father of the French System for teaching the deaf and the first teacher for the deaf. His development of a signed system for the French language and advocacy for deaf French people enabled them to gain access to religious services and to defend themselves in court.

98
Q

Juliette Gordon Low

A

Deaf founder of the Girl Scouts.

99
Q

I. King Jordan

A

Became the first Deaf president of Gallaudet University, after the historic Deaf President Now protests in 1988.

100
Q

Laura C. Redden Searing

A

A deaf poet and journalist. Her first book of poetry published was Idyls of Battle, and Poems of the Rebellion (1864).

101
Q

Julius Wiggins

A

The founder of the first newspaper for the deaf, Silent News.

102
Q

William Ellsworth “Dummy” Hoy

A

Noted for being the most accomplished deaf player in Major League Baseball history, and is credited by some sources with causing the establishment of signals for safe and out calls.

103
Q

Alice Cogswell

A

The inspiration to Thomas Hopkins Gallaudet for the creation of the American School for the Deaf in Hartford, Connecticut.

104
Q

Andrew Foster

A

The first African American to earn a Bachelor of Arts degree from Gallaudet. Many regard him as the “Thomas Hopkins Gallaudet” of Africa because he went on to establish 32 schools for the deaf in 13 African nations.

105
Q

Audism

A

The notion that one is superior based on one’s ability to hear or to behave in the manner of one who hears, or that life without hearing is futile and miserable, or an attitude based on pathological thinking which results in a negative stigma toward anyone who does not hear.

106
Q

Reciprocity of perspectives in oppression

+2 examples

A

Members of this group assume that others want to be like them.

Examples:

  1. European Americans (white) generally assume Mexican Americans, Native Americans, or African Americans want to walk, talk, dress, and behave like them.
  2. Hearing people assume Deaf people want to become hearing.
107
Q

Example of horizontal hostility in the Deaf community

A

If a Deaf person has some sort of phenomenal success, the members of the community may join him or her and celebrate the success for a period of time. Once that person has had enough attention, the group will change the subject or ignore the “star”. If the Deaf insists on being the center of attention, the group will cut them down until they resume their place in the group.

108
Q

Main Tenets in Code of Professional Conduct

A
  1. Interpreters adhere to the standards of confidential communication
  2. Interpreters possess the professional skills and knowledge required for the specific interpreting situation.
  3. Interpreters conduct themselves in a manor appropriate to the specific interpreting situation.
  4. Interpreters demonstrate respect for consumers
  5. Interpreters demonstrate respect for colleagues, interns, and students of the profession.
  6. Interpreters maintain ethical business practices.
  7. Interpreters engage in professional development.
109
Q

Vicarious Trauma

A

Trauma that results from observing another person’s traumatic experience. Interpreters witness so much oppression or abuse, that they feel like they themselves have been the victims.

110
Q

Why is the helper model of interpreting no longer recommended?

A

Because it results in inappropriate boundaries and an imbalance of power weighed on the side of hearing people.

111
Q

How can the machine/conduit philosophy be ineffective?

A

Can be ineffective for many reasons such as not making linguistic and cultural adjustments, or not acting as an ally toward the deaf community. Allows interpreters to be “checked out.”

112
Q

Why is the Bi-Bi interpreting philosophy the most followed today? (6)

A
  • Interpreters are sensitive to physical communication dynamics.
  • Interpreters indicate who is speaking
  • Place themselves appropriately
  • Interpreters are being effective communicators
  • Keenly aware of the inherent differences in the languages, cultures, and norms for social interaction and schema of the parties using interpreting services.
  • Deaf consumers receiving the interpreted information are able to demonstrate higher levels of comprehension of the information.
113
Q

Linguistic Expansion

A

Interpreting understood through not directly stated or expressed information or ideas, as well as explicit information and ideas, if it is needed to guarantee full communication.

114
Q

Cultural Expansion

A

Providing the contextual information needed to make sense out of something that is signed or said to someone with a different schema or experiential base.

115
Q

Cultural/Linguistic Reduction

A

Reducing the volume and sometimes the detail of information, without affecting the meaning intended. This is sometimes required due to different cultural, social, and communication norms and expectations.

116
Q

3 Reasons Professions Have Codes of Ethics

A
  • To ensure quality of service for all persons involved
  • Provide guidance
  • Protect the public in delivery of service
117
Q

When and where was RID established?

A

June 1964

• RID was established at: The Workshop for Rehabilitation Personnel and Interpreters. This was held at the Ball State Teachers College in Muncie, Indiana.

118
Q

Equivocal Language

+1 example

A

Words that are interpreted in different ways.

Example: AMAZING (Great, wonderful, awesome, etc.)

119
Q

Euphemistic Language

+2 examples

A

Using socially acceptable terms instead of blunt ones.

+ I’m going to the powder room. (I’m going to the bathroom.)

+ She’s gone to a better place. (She died.)

120
Q

Abstract words

A

Provide category without specific information.

+ We’re going camping.
+ She’s cleaning the house.
+ The attire is formal.

121
Q

Passive voice

+ example

A

A sentence in which the subject is acted upon by the verb.

+The entire stretch of highway was paved by the crew.

122
Q

Hedges

+4 examples

A

Words that signal anxiety or uncertainty.

+“Well,” “Uh,” “You know,” or “Um…”

123
Q

Hesitations

+3 examples

A

Words that qualify the statement they occur in.

+“I guess,” “Sort of,” or “Kind of.”

124
Q

Intensifiers

+3 examples

A

Words that exaggerate the importance of the statement they occur in.

+“Very,” “Really,” or “Totally.”

125
Q

Polite form

+3 examples

A

Words/phrases that indicate deference and subordination.

+“Excuse me,” “If you wouldn’t mind,” “I’d appreciate it…”

126
Q

Tag question

+2 examples

A

Questions that lessen the force of a declarative sentence.

+“This is fun, isn’t it?” or, “The movie was good, “don’t you think?”

127
Q

Disclaimers

+2 examples

A

Remarks offered before a statement that indicate doubt, signal a problem, or ask for sympathy or understanding.

+“I know this is a really dumb question, but…”
+“I probably shouldn’t say this but I think…”

128
Q

Paralinguistic

A

Study of the way something is said, including intonation, speech rate, use of silence, etc. (non-lexical units of language)

129
Q

What was the name of the hearing president that was forced to resign after DPN and the name of the president who was later welcomed?

A

Elizabeth A. Zinswer resigned a few days after the protests began and by the end of the week Dr. I. King Jordan became Gallaudet’s first Deaf president.

130
Q

What % of deaf children are born to hearing parents?

A

Over 90%

131
Q

Mild hearing loss is a __ dB loss to a __ dB loss.

A

26-40 dB

132
Q

Profound hearing loss is a __ dB loss to a __ dB loss.

A

> 90 dB

133
Q

Moderate hearing loss is a __ dB loss to a __ dB loss.

A

41-55 dB

134
Q

Severe hearing loss is a __ dB loss to a __ dB loss.

A

71-90 dB

135
Q

SEE1

A

Seeing Essential English.

An MCE system that breaks English words down and uses arbitrary signs to represent each part of the word based on their sounds. For example, the word “butterfly” could be signed using the separate signs for “butter” and “fly.”

136
Q

SEE2

A

Signing Exact English.

An MCE system that borrows many signs from ASL. Often, the SEE 2 sign for a word involves the same motion as the ASL sign except one or both hands will be in the shape of the finger spelling letter, which the English word starts with. However, SEE 2 signs show English words litterally; for example, in SEE 2 there is only one sign for “right” whether the word refers to direction, correctness, or privilege.

137
Q

Speech banana

A

a term used to describe the area where the phonemes, or sounds of human speech, appear on an audiogram

138
Q

Difference between L1, L2, L3?

A

?

139
Q

5 elements of culture

A
  1. symbols
  2. language
  3. norms
  4. rituals
  5. values
140
Q

What section of the ADA are interpreters addressed?

A

Under Title III.V Interpreters are considered a type of auxiliary aid that is required to be provided for communication with any individuals with hearing impairments.

141
Q

What are the laws that supersede the CPC?

A

ALL local, state and federal laws supersedes the code. This includes IDEA, Section 504 of Rehabilitation Act, and ADA

142
Q

How does the ADA define a “qualified” interpreter?

A

A “qualified” interpreter means someone who is able to interpret effectively, accurately, and impartially, both receptively (i.e., understanding what the person with the disability is saying) and expressively (i.e., having the skill needed to convey information back to that person) using any necessary specialized vocabulary.

143
Q

Philosophy of inclusion

A

Inclusion is a way of thinking and acting that allows every individual to feel accepted, valued, and safe. An inclusive community consciously evolves to meet the changing needs of its members.

144
Q

Typically, how will an English preposition be signed?

A

As a rhetorical question.

What did you do that for?
FOR-FOR?

145
Q

Waardenburg syndrome

A

A group of genetic conditions that can cause hearing loss and changes in coloring (pigmentation) of the hair, skin, and eyes. Although most people with this syndrome have normal hearing, moderate to profound hearing loss can occur in one or both ears. The hearing loss is present from birth (congenital). People with this condition often have very pale blue eyes or different colored eyes, such as one blue eye and one brown eye. Sometimes one eye has segments of two different colors. Distinctive hair coloring (such as a patch of white hair or hair that prematurely turns gray) is another common sign of the condition. The features of this condition vary among affected individuals, even among people in the same family.

146
Q

Difference between general and professional liability insurance

A

A general liability policy typically insure against claims of bodily or personal injury or property damage. … Professional liability insurance, also known as errors and omissions or E & O insurance covers negligence as it pertains to your professional services provided.

147
Q

Deaf history month

A

March 15-April 15

148
Q

How do cochlear implants work?

A

They replace the function of the damaged inner ear. Unlike hearing aids, which make sounds louder, these devices do the work of damaged parts of the inner ear (cochlea) to provide sound signals to the brain.

NIC Written Exam (1 decks)

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