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PubMed1998

Hallucinatory modalities in prelingually deaf schizophrenic patients: a retrospective analysis of 67 cases.

In order to examine the effect of congenital or early acquired deafness on hallucinatory modalities in schizophrenia, we interviewed 67 prelingually deaf schizophrenic patients (using sign language) about their hallucinatory experiences over the entire course of their illness. We also analysed the clinical records of our subjects' previous hospitalizations. In our deaf sample, visual and tactile hallucinations were plainly over-represented as hallucinatory modalities in comparison with hearing schizophrenic samples. Although some patients reported visual hallucinatory perceptions of sign language messages, the hallucinatory reception of meaningful information in deaf patients seems also to remain affiliated to the 'auditory' modality. It was concluded that the different representation of hallucinatory modalities reflects in particular the influence of 'the deaf way' of sensory experience on imagery processes.

Adolescent↗
PubMed1997

Visual-kinetic communication in Europe before 1600: a survey of signs lexicons and finger alphabets prior to the rise of deaf education.

Visual-kinetic communication systems - ancient finger numbers, medieval and Renaissance finger alphabets, conventionalized 'coverbal' gesture systems for oratory and the theater, the Roman pantomime, monastic sign lexicons, and the elusive possibility of natural sign languages - have all received the scholarly attention that has turned up the few surviving primary texts from the period before 1600. The extant documentation indicates that many visual-kinetic systems were sporadically in use among the general (i.e., hearing) population to a degree almost unimaginable to post-Renaissance societies such as ours that popularly associate 'gesture languages' with the deaf. In detail, however, the texts are often difficult to interpret, not only because of their scarcity and generally highly allusive nature, but also because of modern historians' often unproductive or misproductive approaches to them. This survey is meant to provide an overview of the textual evidence and a foundation for both sign language linguists and historians of the deaf education to analyze and interpret more accurately and usefully the extant evidence for visual-kinetic communication systems before the rise of Deaf Education.

Journal Article↗
PubMed2001

Interpreting in mental health settings: issues and concerns.

Sign language interpreters in mental health settings face extreme linguistic and cultural difficulties in interpreting basic, everyday language used in these settings. This is particularly true when deaf clients have limited English proficiency, which often requires interpreters to use expansion techniques in order to render messages successfully. To examine how diagnostics may be affected by interpretation, Brauer (1993), Montoya et al. (2001), and Steinberg, Lipton, Eckhardt, Goldstein, and Sullivan (1998) translated two widely used psychological screening instruments into American Sign Language (ASL). The Minnesota Multiphasic Personality Inventory (MMPI) and the Diagnostic Interview Schedule-IV (DIS-IV) were selected for translation, and data from the three studies are presented and discussed. Their implications in terms of the expectations and stresses placed on interpreters are described within a framework of demand and control theory. Finally, sections of the Code of Ethics of the Registry of Interpreters for the Deaf (RID) are examined relative to both the issue of confidentiality and what the interpreter's contribution should be in mental health settings.

Deafness↗
PubMed2006

The APA and deafness.

Until the 1960s, people who were Deaf and mentally ill lacked access to psychological treatment. Few mental hospitals and clinics had interpreters available, and few psychologists and mental health professionals had knowledge of sign language. Major court decisions and federal laws have effected change, culminating with the Americans With Disabilities Act of 1990. This legislation gave people who are Deaf the right to equal access to mental health care as well as a host of other opportunities they had been previously denied. New access laws allowed Deaf students to become educated as psychologists, and a number of hearing psychologists who knew sign language entered the field of deafness. These two groups assumed vital roles within the American Psychological Association in addressing the issue of mental health access for people who are Deaf. ((c) 2006 APA, all rights reserved).

Consumer Advocacy↗
PubMed2005

An innovative and reliable way of measuring health-related quality of life and mental distress in the deaf community.

BACKGROUND: Structured assessment of quality of life and mental distress in deaf people is difficult for various reasons. This paper describes the development and reliability of an interactive computer-based assessment package for measuring quality of life and psychological distress in the deaf population. METHODS: The Brief version of the WHO Quality of Life (WHOQOL) Questionnaire, the 12-item General Health Questionnaire (GHQ-12) and the Brief Symptom Inventory (BSI) had been translated into sign-language and videotaped. A total of 236 members of the deaf community in Upper Austria participated by responding to a programme consisting of self-administered written and videotaped test-items presented to them on a notebook computer. The reliability of the various assessments was established on this large community sample. RESULTS: When reliability of the versions for the deaf was compared with that of written versions of the same measures in general population samples, it was found to be somewhat lower, although still in an acceptable range, for the WHO-QOL and the GHQ-12. For the BSI, the reliability was even higher than that of the general population. CONCLUSIONS: For deaf individuals whose preferred communication is sign language, quality of life and mental distress can be effectively and reliably assessed with the use of carefully translated and adapted common instruments.

Adult↗
PubMed1999

Comorbidity of schizophrenia and prelingual deafness: its impact on social network structures.

BACKGROUND: Prelingually deaf persons usually gain only a rudimentary command of speech and prefer sign language to communicate within the deaf community without the handicap they experience in the hearing world. Maintaining social contact within this rather scattered community, however, requires higher degrees of social initiative and mobility. The aim of the present paper was to study the quantity and quality of social integration among a group of prelingually deaf schizophrenic patients (n = 49) and two control groups comprising prelingually deaf psychiatric but non-psychotic patients (n = 38) and hearing schizophrenic patients (n = 30), with account being taken of the special socialisation conditions of deaf persons and of their cultural standards and values. METHOD: Data were collected with the help of semi-structured interviews; with the deaf patients these were conducted in German sign language. Using rating procedures we assessed seven social support components, selected items from a history schedule for schizophrenia, and the probands' visual and verbal language skills. RESULTS: The social networks of the two deaf groups were found to have larger gaps than those of the hearing schizophrenic patients, with significant differences being registered most clearly in the comparison between deaf schizophrenic and hearing schizophrenic patients. Comparison of the verbal and visual language skills of the two deaf groups revealed a substantial deficit among the deaf schizophrenics. Visual language skills were found to correlate more strongly than verbal language skills with the social support components. CONCLUSION: Prelingual deafness has a strong impact on the course of schizophrenia. In the long run, many of these patients belong to a "minority within a minority".

Adult↗
PubMed2005

Language and imagery: effects of language modality.

Across spoken languages, properties of wordforms (e.g. the sounds in the word hammer) do not generally evoke mental images associated to meanings. However, across signed languages, many signforms readily evoke mental images (e.g. the sign HAMMER resembles the motion involved in hammering). Here we assess the relationship between language and imagery, comparing the performance of English speakers and British sign language (BSL) signers in meaning similarity judgement tasks. In experiment 1, we found that BSL signers used these imagistic properties in making meaning similarity judgements, in contrast with English speakers. In experiment 2, we found that English speakers behaved more like BSL signers when asked to develop mental images for the words before performing the same task. These findings show that language differences can bias users to attend more to those aspects of the world encoded in their language than to those that are not; and that language modality (spoken versus signed) can affect the degree to which imagery is involved in language.

Adult↗
PubMed1995

A case of 'sign blindness' following left occipital damage in a deaf signer.

We report on a right-handed, deaf, life long signer who suffered a left posterior cerebral artery (PCA) stroke. The patient presented with right homonymous hemianopia, alexia and a severe sign comprehension deficit. Her production of sign language was, however, virtually normal. We suggest that her syndrome can be characterized as a case of 'sign blindness', a disconnection of the intact right hemisphere visual areas from intact left hemisphere language areas. This case provides strong evidence that the neural systems supporting sign language processing are predominantly in the left hemisphere, but also suggests that there are some differences in the neural organization of signed vs spoken language within the left hemisphere.

Female↗
PubMed2006

HIV/AIDS and disability: a pilot survey of HIV/AIDS knowledge among a deaf population in Swaziland.

This study sought to establish whether there were measurable differences in the level of knowledge about HIV/AIDS between hearing individuals and individuals who identified themselves as deaf sign language users in Swaziland. A cross-sectional survey of 191 rural and urban hearing and deaf adults was undertaken in Swaziland in December 2003. A structured questionnaire was administered, seeking to establish whether there were statistically significant differences between hearing and deaf populations in their level of knowledge about HIV/AIDS symptoms, transmission and prevention, as well as differences in sources of information about HIV/AIDS. Additional questions were asked regarding whether there were differences in accessibility of HIV testing services and HIV/AIDS-related healthcare for the two groups. Significant differences in levels of knowledge about HIV/AIDS were identified between the hearing and deaf respondents. The deaf population was significantly more likely (P<0.05) to believe in incorrect modes of HIV transmission (e.g. hugging and airborne transmission) and HIV prevention (e.g. avoiding sharing utensils and eating healthy foods). Almost all of the deaf respondents (99%) reported difficulties in communicating with healthcare facility staff, which may result in less use of HIV voluntary counseling and testing services. This paper reports the results of this study, and discusses the need for targeted HIV/AIDS education campaigns and improved accessibility in healthcare facilities for deaf sign language users in countries such as Swaziland.

Acquired Immunodeficiency Syndrome↗
PubMed1987

A method for examining gestural language structure.

This experiment tested the hypothesis that syntactic constituents in American Sign Language (ASL) serve as perceptual units. We adapted the strategy first employed by Fodor and Bever in 1965 in a study of the psychological reality of linguistic speech segments. Four deaf subjects were shown ASL sign sequences constructed to contain a single constituent break. The dependent measure was the subjective location of a light flash occurring during the sign sequence. The prediction that the flashes would be attracted to the constituent boundary was supported for two of the subjects, while the other two showed random placement of the flash location on either side of the constituent boundary. The two subjects not performing in the predicted direction were more proficient in English (written) than the two giving the effect. It was suggested that this relatively greater proficiency may have interfered in some way with the ASL syntax to produce the results obtained.

Adult↗
PubMedDate not supplied

Effect of sign task on speech timing in simultaneous communication.

The purpose of this investigation was to study the effect of the signing task on temporal features of speech during simultaneous communication (SC). The effects of three independent variables: (a) communication mode (speech only vs. SC); (b) sign task demand (base vs. elaborated signs); and (c) type of sign movement (kinetic vs. morphokinetic) were studied on five dependent variables: (a) word duration; (b) sentence duration; (c) diphthong duration; (d) interword interval before signed experimental word (IWIB); and (e) interword interval after signed experimental word (IWIA). Audio recordings were made of 12 normal hearing, experienced sign language users speaking experimental words that varied in sign task demand and movement under SC and speech only (SO) conditions. Results indicated longer sentence durations for SC than SO and longer anticipatory durations of IWIB and diphthong before signed words, especially those using signs with greater task demand or with movements including hand shape change. IWIA only lengthened for SC vs. SO with no further effect of sign task demand or movement. These results indicate finite effects of sign task demand and movement on pause and segment durations before the sign but not as strong an effect as has been reported for increased finger spelling task length.

Communication↗
PubMed2000

How Do Children Who Can't Hear Learn to Read an Alphabetic Script? A Review of the Literature on Reading and Deafness.

I review the literature on reading and deafness, focusing on the role of three broad factors in acquisition and skilled reading: the method of encoding print; language-specific knowledge (i.e., English); and general language knowledge. I explore the contribution of three communication systems to reading: spoken language, English-based sign, and American Sign Language. Their potential contribution to literacy is mediated by four parameters on which they differ: codability, structural isomorphism, accessibility, and processibility. Finally, I discuss the implications for additional research as well as for education.

Journal Article↗
PubMed1979

Language: perspectives from another modality.

Human languages have been forged in auditory-vocal channels throughout evolution. This paper examines the formal properties of a communication system that has developed in the absence of speech: the sign language of the deaf. The objective is to investigate to what extent the overall form and organization of language is determined by the articulatory and perceptual modality in which it has developed (its transmission system) and to what extent its form and organization represent more fundamental aspects of the human mind (intellect). Experimental and linguistic evidence is brought to bear on the analysis of the sign: studies of coding and processing of signs in memory; of slips of the hand; of historical change in signs over time; the heightened use of language in poetry and wit. American Sign Language differs dramatically from English and other spoken languages in the mechanisms by which its lexical units are modified. For the form of its morphological processes, the mode in which the language develops appears to make a crucial difference. Finally, the issue of cerebral specialization with respect to a visual-manual language is addressed.

Dominance, Cerebral↗
PubMed1984

Search for a common neurocognitive mechanism for language and movements.

Examination of the common properties in the three Ss (i.e., speech, script, and sign languages) of human communication suggests that duality of patterning is the key feature in the development of these communication systems. This feature is in essence a sequential strategy that serves as an interface between the increasing number of messages and the limited capacity of our signal production-reception systems. It is argued that since the left hemisphere has a much finer temporal resolution than the right hemisphere, both language and movement systems might have made use of this advantage provided by the left hemisphere to fulfill the requirements of sequential strategy in their early evolution.

Aphasia↗
PubMed1992

Linguistic evidence indicative of authorship by a member of the deaf community.

Documents authored by Deaf Americans were examined in order to determine if linguistic evidence indicative of this group of people is present. The native language of deaf people is not English, but rather American Sign Language (ASL). ASL is a visual-gestural language with its own principles of syntax. The evidence examined includes vocabulary, syntax, and word usage. Such characteristics are class evidence and are not a means of identification, but rather an investigative tool. Such information may be of assistance to the field investigator in either developing a suspect or limiting the number of initial suspects in a case. This research revealed that the use of ASL syntax and idioms and the problems associated with the use of English as a second language are indicative of authorship by a member of the Deaf Community. The results of this research will be of assistance to Document Examiners should they need to determine if a document was authored by a deaf individual.

Adult↗
PubMed2000

The rhyming skills of deaf children educated with phonetically augmented speechreading.

Two experiments investigated whether profoundly deaf children's rhyming ability was determined by the linguistic input that they were exposed to in their early childhood. Children educated with Cued Speech (CS) were compared to other deaf children, educated orally or with sign language. In CS, speechreading is combined with manual cues that disambiguate it. The central hypothesis is that CS allows deaf children to develop accurate phonological representations, which, in turn, assist in the emergence of accurate rhyming abilities. Experiment 1 showed that the deaf children educated early with CS performed better at rhyme judgement than did other deaf children. The performance of early CS-users was not influenced by word spelling. Experiment 2 confirmed this result in a rhyme generation task. Taken together, results support the hypothesis that rhyming ability depends on early exposure to a linguistic input specifying all phonological contrasts, independently of the modality (visual or auditory) in which this input is perceived.

Belgium↗