SEARCH · PubMed Health

Results for “Sign Language”

Explore indexed PubMed citations for clinical trials, systematic reviews and public health research. Read source abstracts and follow each citation to its original PubMed record.

Quote a phrase for an exact phrase match. Source license links do not imply unrestricted reuse.

At least 397 records · Page 22Linked to original sources

PubMed1993

"Signing tics"--insights into the pathophysiology of symptoms in Tourette's syndrome.

We describe the case of a young woman with Tourette's syndrome who incorporated sign language into her tic behavior. Sign language was used in complex "phonic tics" such as swearing, echoing what others said, or repeating what she said, read, or thought. We suggest the descriptive terms "coprolaliopraxia," "echolaliopraxia," and "palilaliopraxia" to denote these symptoms. The incorporation of such complex, learned movements into the repertoire of hyperkinesias further emphasizes the complicated association between purposeful and automatic execution of movements comprising tic behavior. This case also provides strong evidence against the suggestion that obscenities vocalized in Tourette's syndrome are due to a random generation of high-probability sequences of letters or phonemes.

Adult↗

PubMed2002

Functional magnetic resonance imaging studies of language.

Functional neuroimaging of language builds on almost 150 years of study in neurology, psychology, linguistics, anatomy, and physiology. In recent years, there has been an explosion of research using functional imaging technology, especially positron emission tomography (PET) and functional magnetic resonance imaging (fMRI), to understand the relationship between brain mechanisms and language processing. These methods combine high-resolution anatomic images with measures of language-specific brain activity to reveal neural correlates of language processing. This article reviews some of what has been learned about the neuroanatomy of language from these imaging techniques. We first discuss the normal case, organizing the presentation according to the levels of language, encompassing words (lexicon), sound structure (phonemes), and sentences (syntax and semantics). Next, we delve into some unusual language processing circumstances, including second languages and sign languages. Finally, we discuss abnormal language processing, including developmental and acquired dyslexia and aphasia.

Aphasia↗

PubMed1990

Bottlenosed dolphin and human recognition of veridical and degraded video displays of an artificial gestural language.

2 bottlenosed dolphins proficient in interpreting gesture language signs viewed veridical and degraded gestures via TV without explicit training. In Exp. 1, dolphins immediately understood most gestures: Performance was high throughout degradations successively obscuring the head, torso, arms, and fingers, though deficits occurred for gestures degraded to a point-light display (PLD) of the signer's hands. In Exp. 2, humans of varying gestural fluency saw the PLD and veridical gestures from Exp. 1. Again, performance declined in the PLD condition. Though the dolphin recognized gestures as accurately as fluent humans, effects of the gesture's formational properties were not identical for humans and dolphin. Results suggest that the dolphin uses a network of semantic and gestural representations, that bottom-up processing predominates when the dolphin's short-term memory is taxed, and that recognition is affected by variables germane to grammatical category, short-term memory, and visual perception.

Animal Communication↗

PubMed1998

Memory for language in deaf adults and children.

Cognitive psychologists have known for a long time that language and memory are intimately related in people who can hear. Why should the situation be any different for deaf children and deaf adults? This article considers the results of previous studies and some new findings in examining the possible impact of spoken language and sign language fluencies/preferences on the structure and process of memory in deaf individuals. Current evidence suggests that there are some differences in the organization of long-term memory in deaf as compared to hearing people, but no one has yet demonstrated such differences to be so large that they qualitatively or quantitatively affect learning in any real sense. In contrast, there is now abundant evidence to suggest that variation in spoken language abilities have a direct impact on memory span and perhaps on working memory more generally. These findings are discussed in terms of their implications for the education of students who are deaf or hard of hearing.

Adolescent↗

PubMed2004

Attachment representations of deaf adults.

The primary goal of this study was to examine the feasibility of using the Adult Attachment Interview (AAI) with 50 culturally Deaf adults. Modifications to the standard protocol included using a visual-spatial language (American Sign Language) rather than a spoken language (English), as well as coding and procedural variations from the standardized protocol. Results suggested that the adapted AAI interview and coding processes provided an effective assessment of the state of mind regarding the attachment of Deaf individuals. The expectation that Deaf participants would be less coherent in their AAI transcripts and therefore less likely than hearing individuals to be classified as Autonomous was not supported. The distribution of the classifications of this Deaf sample was not different from existing normative distributions. Moreover, there was no evidence that early separation from parents associated with attendance at a residential school for the Deaf resulted in attachment formations with residential counselors or teachers at the school.

Adult↗

PubMed1994

The human language faculty: genetically determined? An approach to testable hypotheses.

A kind of generation gap seems to divide researchers interested in the evolutionary status of the human language capacity. There is still opposition to the theory of a genetically determined universal or primal grammar. But although not well acquainted with the transformational-generative linguistic methodology that led to the hypothesis, an increasing number of linguists base their work with a "new grammar" on the acceptance of innateness of the human language faculty. It is proposed that dyslexia offers a hypothesis testable with the new advanced gene mapping, and that Creole Languages and Sign Languages of the Deaf may come to offer possibilities of similarly testable hypotheses.

Biological Evolution↗

PubMed1998

The Deaf Mentor Experimental Project for young children who are deaf and their families.

The Deaf Mentor Experimental Project investigated the efficacy of deaf mentor services to young deaf children and their families. These services focused on deaf adults (mentors), who made regular home visits to the children and their families; shared their language (American Sign Language), culture, and personal knowledge of deafness with the families; and served as role models for the children. The children also received regular home visits from a hearing parent adviser who helped the family promote the child's early listening, English, and literacy skills. The result was a bilingual-bicultural home environment for these children. The children who received deaf mentor services were compared to matched children who did not receive these services but who received parent adviser services. Children receiving this early bilingual-bicultural programming made greater language gains during treatment time, had considerably larger vocabularies, and scored higher on measures of communication, language, and English syntax than the matched children.

Adult↗

PubMed2001

SignStream: a tool for linguistic and computer vision research on visual-gestural language data.

Research on recognition and generation of signed languages and the gestural component of spoken languages has been held back by the unavailability of large-scale linguistically annotated corpora of the kind that led to significant advances in the area of spoken language. A major obstacle has been the lack of computational tools to assist in efficient analysis and transcription of visual language data. Here we describe SignStream, a computer program that we have designed to facilitate transcription and linguistic analysis of visual language. Machine vision methods to assist linguists in detailed annotation of gestures of the head, face, hands, and body are being developed. We have been using SignStream to analyze data from native signers of American Sign Language (ASL) collected in our new video collection facility, equipped with multiple synchronized digital video cameras. The video data and associated linguistic annotations are being made publicly available in multiple formats.

Computer Simulation↗

PubMed2005

Language emergence: clues from a new bedouin sign.

A sign language has emerged among three generations of deaf people and their families in a Bedouin community in the Negev desert. This newly reported case sheds light on the minimal environmental social factors required to generate a language.

Adult↗

PubMed2006

Effects of alternative communication on the communicative effectiveness of an individual with a progressive language disorder.

This study was designed to investigate the effects of two different modes of communication on the communicative output of an individual who is no longer able to communicate verbally, presenting with a primary progressive aphasia and apraxia of speech. The two treatment approaches included training the patient with a text-to-speech alternative communication device and with American sign language. An alternating treatment design was used to compare two communicative approaches (an alternative communication device and American sign language) on the subject's communicative effectiveness. Communicative effectiveness was measured in terms of number of words, correct information units and percentage correct information units, using a protocol that was adapted to quantify the output generated by the alternative communication device and American sign language. Increases across all three measures resulted for both the alternative communication device and American sign language. The clinical implications are explored, and the results add to existing studies regarding treatment possibilities using alternative communication for individuals who present with a progressive speech and language disorder, without concomitant cognitive deficits.

Aphasia, Primary Progressive↗

PubMed1993

Bi-Bi to MCE?

In the past few years, we have witnessed the introduction of a bilingual-bicultural approach and an increasing skepticism of the value of manually coded English in the education of deaf children. The thrust of bilingual-bicultural programs is emphasis on using American Sign Language as the primary language of instruction. However, merely advocating something (i.e., the use of American Sign Language) in no way guarantees its successful implementation. This paper reviews the research on past usage of manually coded English in the classroom for clues as to some of the concerns that American Sign Language might face in its implementation.

Communication↗

PubMed2005

The emergence of grammar: systematic structure in a new language.

This report contains a linguistic description of a language created spontaneously without any apparent external influence in a stable existing community. We describe the syntactic structure of Al-Sayyid Bedouin Sign Language, a language that has arisen in the last 70 years in an isolated endogamous community with a high incidence of nonsyndromic, genetically recessive, profound prelingual neurosensory deafness. In the space of one generation from its inception, systematic grammatical structure has emerged in the language. Going beyond a conventionalized list of words for actions, objects, people, characteristics, and so on, a systematic way of marking the grammatical relations among those elements has appeared in the form of highly regular word order. These systematic structures cannot be attributed to influence from other languages, because the particular word orders that appear in Al-Sayyid Bedouin Sign Language differ from those found both in the ambient spoken languages in the community and in the other sign language found predominantly in the surrounding area. Therefore, the emerging grammatical structures should be regarded as an independent development within the language.

Adult↗

PubMed1987

Attention to central and peripheral visual space in a movement detection task. III. Separate effects of auditory deprivation and acquisition of a visual language.

We employed event-related brain potentials (ERPs) and measures of signal detectability to compare attention to peripheral and central visual stimuli in normal hearing subjects who were born to deaf parents (HD Ss) and whose first language was American Sign Language (ASL). The results were compared with those obtained from normal hearing Ss and congenitally deaf Ss in the same paradigm. Task performance and ERPs during attention to the foveal region were similar in the 3 groups. In contrast, with attention to the peripheral stimuli the deaf Ss displayed attention effects over the occipital regions of both hemispheres that were several times larger than those in the hearing and the HD Ss. However, both HD and deaf Ss displayed lateral asymmetries in behavior and ERPs that were opposite in direction to those of the hearing Ss. Whereas hearing Ss detected the direction of target motion better when it occurred in the left visual field, deaf and HD Ss performed better for right visual field targets. Consistent with these results, the amplitude of the attention-related increases in the ERPs were larger from temporal and parietal regions of the right than the left hemisphere in hearing Ss, but were larger from the left than the right hemisphere in both the HD and the deaf Ss. These results suggest that auditory deprivation and the acquisition of a visual language have marked and different effects on the development of cortical specializations in humans.

Adolescent↗

PubMed1996

Whole language and deaf bilingual-bicultural education--naturally!

This position paper discusses how the tenets of Whole Language and Deaf Bilingual-Bicultural Education complement each other. It stresses that Whole Language is based on natural processes through which children can translate their constructs of personal experiences, observations, and perspectives into modes of communication that include written language and, in the present case, American Sign Language. The paper is based on two emphases: (a) Whole Language emphasizes a two-way teaching/learning process, teachers learning from children, and vice versa; and (b) Deaf Bilingual-Bicultural Education emphasizes American Sign Language as a language of instruction and builds on mutual respect for the similarities and differences in the sociocultural and socioeducational experiences and values of Deaf and hearing people. Both Whole Language and Deaf Bilingual-Bicultural Education attempt to authenticate curriculum by integrating Deaf persons' worldviews as part of educational experience.

Canada↗

PubMed2004

The development of analogical reasoning in deaf children and their parents' communication mode.

The purpose of this article is to analyze the results of a study of the development of analogical reasoning in deaf children coming from two different linguistic environments (deaf children of deaf parents--sign language, deaf children of hearing parents--spoken language) and in hearing children, as well as to compare two groups of deaf children to a group of hearing children. In order to estimate the development of children's analogical reasoning, especially the development of their understanding of different logical relations, two age groups were singled out in each population of children: younger (9- and 10-year-olds) and older (12- and 13-year-olds). In this way it is possible to assess the influence of early and consistent sign-language communication on the development of the conceptual system in deaf children and to establish whether early and consistent sign-language communication with deaf children affects their mental development to the same extent as early and consistent spoken-language communication with hearing children. The children were given three series of analogy tasks based on different logical relations: (a) a series of verbal analogy tasks (the relations of opposite, part-whole, and causality); (b) a series of numerical analogy tasks (the relations of class membership, opposite, and part-whole); and (c) a series of figural-geometric analogy tasks (the relations of opposite and part-whole). It was found that early and consistent sign-language communication with deaf children plays an almost equivalent role in the development of verbal, numerical, and spatial reasoning by analogy as early and consistent spoken-language communication with hearing children.

Adolescent↗

PubMedDate not supplied

Speech and language development in a parent-infant total communication program.

In the program described, the use of total communication (TC) did not impede speech development in preschool deaf children. Evidence indicates that sign language facilitated the young hearing-impaired child's acquisition of communicative oral speech. Exposure to sign language combined with speech enhanced the meaningfulness of residual hearing and lipreading. Milestones in sign language acquisition paralleled the milestones of spoken language. Young hearing-impaired TC children appeared to learn and express more language at an earlier age than is typical of orally trained hearing-impaired children. This implies that their cognition may not be as severely inhibited because their language acquisition is less severely delayed. This should have favorable consequences for later educational and social development. The families In the TC program were able to normalize their child-rearing activities and relationships.

Child Language↗

PubMed2005

Ethnicity, ethics, and the deaf-world.

This article is concerned with ethical aspects of the relations between language minorities using signed languages (called the Deaf-World) and the larger societies that engulf them. The article aims to show that such minorities have the properties of ethnic groups, and that an unsuitable construction of the Deaf-World as a disability group has led to programs of the majority that discourage Deaf children from acquiring the language and culture of the Deaf-World and that aim to reduce the number of Deaf births-programs that are unethical from an ethnic group perspective. Four reasons not to construe the Deaf-World as a disability group are advanced: Deaf people themselves do not believe they have a disability; the disability construction brings with it needless medical and surgical risks for the Deaf child; it also endangers the future of the Deaf-World; finally, the disability construction brings bad solutions to real problems because it is predicated on a misunderstanding.

Cultural Diversity↗

PubMed1992

The signer effect on MMPI performance of deaf respondents.

In order to determine the existence of a signer effect, two videotapes of the same 38 Minnesota Multiphasic Personality Inventory (MMPI) critical items, translated into American Sign Language (ASL) and signed by different signers, were administered to 35 deaf adults. Results of this study demonstrate an insignificant signer effect and underscore the potential utility and practicality of future ASL translations of self-report tests for use with deaf individuals. Caveats for future translations include the necessity for constant attention to translation refinements and for utilizing native ASL users with appropriate training in psychology as signers.

Adult↗