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PubMed1981

A comparison of sign and verbal language training with nonverbal retarded children.

Twelve nonverbal, hearing, retarded children were matched and then randomly assigned to sign language training, speech training, and placebo groups. Four of the subjects received speech training using the Bricker. Dennison, and Bricker (1976) program, and four subjects received sign language training using an adaptation of the Bricker et al. program. The results indicated no statistically significant difference between the verbal and sign language groups through the sign group and verbal group did learn significantly more than the placebo group. A closer examination of the findings indicated that although all four of the sign language subjects learned some signs, only two of the four speech training subjects learned to say words. The findings were interpreted as indicating that some nonverbal retarded children will benefit from sign language than speech training. Suggestions for the direction of future research are given.

Child↗

PubMed1996

Does deafness lead to enhancement of visual spatial cognition in children? Negative evidence from deaf nonsigners.

This study investigated whether deafness contributes to enhancement of visual spatial cognition independent of knowledge of a sign language. Congenitally deaf school children in India who were born to hearing parents and were not exposed to any sign language, and matched hearing controls, were given a test of digit span and five tests that measured visual spatial skills. The deaf group showed shorter digit span than the hearing group, consistent with previous studies. Deaf and hearing children did not differ in their performance on the visual spatial skills test, suggesting that deafness per se may not be a sufficient factor for enhancement of visual spatial cognition. Early exposure to a sign language and fluent sign skills may be the critical factors that lead to differential development of visual spatial skills in deaf people.

Journal Article↗

PubMed2004

Linguistic diversity in a deaf prison population: implications for due process.

The entire deaf prison population in the state of Texas formed the basis for this research. The linguistic skills of prison inmates were assessed using the following measures: (1) Kannapell's categories of bilingualism, (2) adaptation of the diagnostic criteria for Primitive Personality Disorder, (3) reading scores on the Test of Adult Basic Education, and (4) an evaluation of sign language use and skills by a certified sign language interpreter who had worked with deaf inmates for the past 17 years. Deaf inmates with reading scores below the federal standard for literacy (grade level 2.9) were the group most likely to demonstrate linguistic incompetence to stand trial, meaning that they probably lacked the ability to understand the charges against them and/or were unable to participate in their own defenses. Based on the language abilities and reading scores of this population, up to 50% of deaf state prison inmates may not have received due process throughout their arrest and adjudication. Despite their adjudicative and/or linguistic incompetence, these individuals were convicted in many cases, possibly violating their constitutional rights and their rights under the Americans with Disabilities Act.

Deafness↗

PubMed1996

Chameleon voices: interpreting for deaf parents.

As interpreters for their deaf parents, hearing children are a cultural link between two often separate worlds: the Deaf and the Hearing. Data from a 4 year study of adult hearing children throughout the United States indicate significant differences between hearing daughters and hearing sons. Not only were daughters more likely than sons (regardless of birth order or age differences) to interpret for their parents, but daughters were also far more likely to be bilingual: fluent in both spoken English and American Sign Language. A similar gender bias has been observed among the general hearing public: women are far more likely to attend sign language classes and to work as interpreters for the deaf. This paper explores the social mechanisms and cultural values which determine the gender of the way we communicate with one another. Informants' narratives suggest that sign language and the practice of interpreting often touched upon a larger pattern of socialization and status differences between women and men. The discussion then turns to consider how these differences affect the cultural identity of hearing sons versus hearing daughters.

Adolescent↗

PubMed1981

Description of semantic--syntactic relations in an autistic child.

This longitudinal study investigated the language acquisition strategies employed by an autistic child learning sign language. The child's core vocabulary and developing semantic-syntactic relationships were compared with language acquisition in normal children. There were specific deviations in language development noted, in spite of providing the child with appropriate sign language training.

Autistic Disorder↗

PubMed1978

That deaf child and you: a forensic approach to the problems of hearing and speech.

Gesture, particularly manual gesture, is an important element in early childhood language formation. Its attempted elimination from the early communicative experience of hearing impaired children raises serious ethical, and possibly legal, questions. Though deaf children are deprived of information by the suppression of Sign Language so that their pretended education becomes a nullity, their cognitive power remains intact and undiminished. Official and academic refusals to recognize gesture and abhorrence, explicit or implied, of non-vocal language systems are culture-specific in their operation. They have no effect on normal children but are highly destructive of hearing-impaired children in direct proportion to the degree of impairment. Thus, sign-deprivation in profound hearing loss is completely destructive. The responsibility, including legal liability, of professionals stands in the same proportion. The most important developmental period for Sign Language is infancy. It is doubly important therefore that, in addition to educators and indeed prior to them, all health professionals who work with hearing impairment of any type be proficient in the principles and practice of nonvocal communication. Sign Language is the hearing aid of the deaf.

Affective Symptoms↗

PubMed1985

Deafness and perception of nonverbal expression of emotion.

Compensatory sensitivity is said to follow loss of a primary communicative channel. In previous studies in which how accurately deaf and hearing people perceive emotional expression was compared, caricatures or nonverbal behavior of hearing people were stimuli. These studies did not specifically address the possibility that deaf people show nonverbal behavior which might be related to their sign language. To assess this possibility two methodological innovations were made. Stimuli were displayed of nonverbal messages with various emotional contents presented by deaf people in sign language. Also, no verbal labels identified emotional content of the messages. Sixty hearing and 45 deaf male college students watched films of emotional expressions in sign language. The participants tried to identify the emotional content of each film by matching content to one of six photographs of facial expressions. Responses were analyzed for accuracy in perceiving the emotional content. Hearing participants were more accurate in perceiving the display of Happiness. Display of Disgust was perceived better by the deaf participants. No support was found for compensatory sensitivity among the deaf participants.

Deafness↗

PubMed1997

New developments in low-bit rate videotelephony for people who are deaf.

This study was designed to evaluate the picture quality requirements for three visual communication modes: speechreading, fingerspelling, and sign language. Video recordings of everyday spoken, fingerspelled, and signed sentences were made, and some recordings were processed using a computer simulation of the IBIDEM technology: a videophone based on a novel type of visual sensor. This retina-like sensor, implemented in the camera, has a high resolution in the central part and a degrading resolution in the peripheral part of the picture. Two independent variables were examined: frame rate (10 and 15 frames per second) and spatial resolution (6000 and 8000 pixels per frame). Twenty-four people who were prelingually deaf participated, 8 in each communication mode. The results showed a marked effect of frame rate on speechreading. Fingerspelling and sign language were not affected by frame rate, and spatial resolution had no effect on any of the three communication modes.

Adolescent↗

PubMed1995

The difficulties of learning fingerspelling: an experimental investigation with hearing adult learners.

Fingerspelling is used to support sign languages, providing a means by which words without signs may be communicated. As with signing itself, it has often been reported that learners find greater difficulty reading fingerspelling than they do in encoding it. An experiment tested the skills of adult hearing learners of the two-handed fingerspelling system used in British Sign Language. Participants were asked to read video recordings of their own fingerspellings; thus each undertook the reading task at their own spelling speed. Participants were divided into fast and slow spellers. Each group made more errors in the reading than the spelling task and this continued to be the case when read items received a contextual cue to assist recognition. Words with regular and irregular spellings were used as a means to investigate the cognitive processes underlying fingerspelling. Regular words were spelled faster and read more accurately, suggesting that these processes place some reliance on phonological encoding. The implications of these results of the learning and practice of fingerspelling are discussed.

Adult↗

PubMed1992

Complete Signed and Cued French. An original signed language-cued speech combination.

Over the past 11 years, the Center Comprendre et Parler and the associated Ecole Intégrée of Brussels have developed an original combination of Cued Speech and signs called Complete Signed and Cued French (CSCF). CSCF uses the advantages of both methods while avoiding their drawbacks. The purpose of this practice is to enable deaf children to progress simultaneously in signed and spoken language. The approach is flexible, respects each child's learning rhythm, and ensures that expressive skills do not lag too far behind comprehension abilities. It avoids polemical issues and irrational choices of exclusivity (oralism vs. signs) and prepares access to bilingualism.

Adolescent↗

PubMedDate not supplied

Signs of language in the brain.

Explore the source record for details and available documents.

Aphasia↗

PubMed2007

Visual memory for shapes in deaf signers and nonsigners and in hearing signers and nonsigners: atypical lateralization and enhancement.

Deaf and hearing individuals who either used sign language (signers) or not (nonsigners) were tested on visual memory for objects and shapes that were difficult to describe verbally with a same/different matching paradigm. The use of 4 groups was designed to permit a separation of effects related to sign language use (signers vs. nonsigners) and effects related to auditory deprivation (deaf vs. hearing). Forty deaf native signers and nonsigners and 51 hearing signers and nonsigners participated in the study. Signing individuals (both deaf and hearing) were more accurate than nonsigning individuals (deaf and hearing) at memorizing shapes. For the shape memory task but not the object task, deaf signers and nonsigners displayed right hemisphere (RH) advantage over the left hemisphere (LH). Conversely, both hearing groups displayed a memory advantage for shapes in the LH over the RH. Results indicate that enhanced memory performance for shapes in signers (deaf and hearing) stems from the visual skills acquired through sign language use and that deafness, irrespective of language background, leads to the use of a visually based strategy for memory of difficult-to-describe items.

Adult↗

PubMed1985

[A paradox: deaf-muteness, a minor oral handicap].

Deaf-muteness is a major handicap in the Occident because it brings on many disorders in the child's nerve plexus. On the contrary, in the societies with oral tradition, it seems that this handicap has no effect as far as attainments and functionings in the period of neurobiological and neurophysiological maturation are concerned. Current research suggests that orality circles produce very rich stimuli which develop perceptions and sensory abilities, in correlation with highly diversified abilities of the central nervous system. Moreover oral tradition develop a sign language within the comprehension of the child. Sensorial stimuli and sign language compensate for or remove the effects of deaf-muteness during the neurological maturation and secure a normal harmonious development.

Africa↗

PubMed2005

[Psychosocial characteristics of deaf people: evaluation of data from a special outpatient clinic for the deaf].

In this publication, data from a special outpatient clinic for deaf patients in a general hospital are presented. All members of the treatment team have competency in sign language. From the patients who consecutively attended the outpatient clinic, 352 were investigated for medical and psychosocial problems. In social contacts, there is a strong orientation towards other deaf people, and communication is mainly based on sign language. Of the deaf patients, 85% of their partners are also deaf, whereas only 10.1% of children of the deaf group are also deaf. The prevalence of selected psychiatric disorders (ICD 10 F1, F2, F3, F4, F6) in deaf people was found to be similar to that in hearing populations, with the exception of somatoform disorders, which seem to be more frequent in the deaf. Deaf people also more often present with somatic and other complaints such as nervousness, anxiety, and stress. With specific outpatient clinics for the deaf in which members of the therapeutic team are competent in sign language, access to health services is equally possible for deaf people.

Adolescent↗

PubMed1983

Effects of signability and imagery on word recall of deaf and hearing students.

This study examined 40 deaf and 20 hearing students' free recall of visually presented words varied systematically with respect to signability (i.e., words that could be expressed by a single sign) and visual imagery. Half of the deaf subjects had deaf parents, while the other half had hearing parents. For deaf students, recall was better for words that had sign-language equivalents and high-imagery values. For the hearing students, recall was better for words with high-imagery values, but there was no effect of signability. Over-all, the hearing students recalled significantly more words than the deaf students in both immediate and delayed free-recall conditions. In immediate recall, deaf students with deaf parents reported using a sign-language coding strategy more frequently and recalled more words correctly than deaf students with hearing parents. Serial-position curves indicated several differences in patterns of recall among the groups. These results underline the importance of sign language in the memory and recall of deaf persons.

Adolescent↗

PubMed1992

Cumulative trauma disorders among educational interpreters. Contributing factors and intervention.

Upper extremity cumulative trauma disorders became a potentially significant occupational hazard among sign language interpreters at the National Technical Institute for the Deaf in the 1988-89 academic year. The following case control study was conducted to identify factors that might play a role in developing, exacerbating, and maintaining upper extremity cumulative trauma disorders among interpreters. Investigations were conducted to determine whether medical status, physical capacities, interpreting styles, pain, fatigue, and job stress differed among NTID's sign language interpreters. This report provides a general summary of selected findings as well as a conceptual framework that should help clarify the factors associated with upper extremity cumulative trauma disorders in sign language interpreters. The results indicated that the upper extremity cumulative trauma disorder diagnosed most often is tendinitis rather than a nerve entrapment syndrome (e.g., carpal tunnel syndrome). Analysis of the frequency of potential biomechanical risk factors indicated that those reporting pain demonstrated higher frequency of hand and wrist deviations from the neutral position, higher frequency of the upper extremities leaving a predefined work space, fewer rest breaks during interpreting sessions, and higher evaluator ratings of pace of finger and hand movements. Specific features of interpreting styles were associated with increased pain and fatigue.

Adult↗

PubMed2000

Academic and Social Benefits of a Co-enrollment Model of Inclusive Education for Deaf and Hard-of-Hearing Children.

Deaf and hard-of-hearing (d/hh) students are traditionally educated within self-contained programs at residential or special day schools, within self-contained or resource classrooms in public schools, or within regular education classrooms with support provided by an itinerant teacher. The co-enrollment model offers a promising alternative in which these students are educated within a regular education classroom composed of both d/hh and hearing students and team-taught by a teacher of the deaf and a regular education teacher. This article examines the development of one such program and the social and academic performance of the d/hh students within the program. Data on social interaction between d/hh and hearing classmates suggest that specific instructional strategies that promoted students' sign language development, identified d/hh students as "sign language specialists" and grouped d/hh and hearing students during academic activities resulted in increased interaction between these two groups of students. Stanford Achievement Test scores in the areas of reading vocabulary, reading comprehension, mathematical problem solving and procedures indicate that although d/hh students scored below the national normative hearing group, reading comprehension levels exceeded the national normative sample of d/hh students during both years two and three of the program. We discuss the challenges of implementing a co-enrollment program.

Journal Article↗

PubMedDate not supplied

Stress in ASL: empirical evidence and linguistic issues.

The study of signed languages provides an opportunity to identify those characteristics of language that are universal and to investigate the effect of production modality (signed vs. spoken) on the grammar. Over time, American Sign Language (ASL) has accommodated itself to the production and perception requirements of the manual/visual modality, resulting in a prosodic system that is comparable in function to spoken languages but different in means of expression. The present focus is on phrasal prominence in ASL. I review the marking of stress and phrase boundaries in ASL, and discuss prominence assignment at the phrasal level, with brief mention of lexical stress. At the kinematic level, there is a modality effect in marking of linguistic prominence but no modality effect with respect to marking phrase position. Of significance is the fact that ASL lacks phrasal prominence plasticity, that is the ability to move prominence to mark focus in a sentence location other than phrase final. I review the typological implications of how ASL handles prominence as compared to other languages.

Humans↗