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PubMed1998

Hemispheric specialization for English and ASL: left invariance-right variability.

Functional magnetic resonance imaging (fMRI) was used to compare the cerebral organization during sentence processing in English and in American sign language (ASL). Classical language areas within the left hemisphere were recruited by both English in native speakers and ASL in native signers. This suggests a bias of the left hemisphere to process natural languages independently of the modality through which language is perceived. Furthermore, in contrast to English, ASL strongly recruited right hemisphere structures. This was true irrespective of whether the native signers were deaf or hearing. Thus, the specific processing requirements of the language also in part determine the organization of the language systems of the brain.

Adult↗

PubMedDate not supplied

Backwards signing and ASL syllable structure.

A recurrent question raised by the study of signed languages concerns the linguistic effect of the modality in which the language is produced. Is the modality difference between speech and sign reflected merely in the nature of the phonetic features that map into production and perception, or is it the case that there might be higher level organizational differences between the two linguistic modalities? The present study addresses the nature of the modality effect inside the syllable, namely whether syllables in ASL display evidence of segmental composition. Data from backwards signing are presented to demonstrate that the phonological representations that must be available to signers when they perform backwards signing tasks cannot be adequately represented with the current models that posit segmental composition of ASL syllables. Instead, it is argued that it is sufficient to make reference to distinctive features, in syllable initial and syllable final positions, and that there is no support for any further internal segmental divisions.

Adult↗

PubMed2006

The influence of an external symbol system on number parity representation, or what's odd about 6?

The aim of this study was to investigate whether language-specific properties influence mental number processing. German Sign Language (DGS) numbers differ from those in spoken German not only in terms of modality but also in their basic language structure. A group of 20 congenitally deaf German signers participated in a number parity (odd/even) judgment task with DGS and printed German number words. The results indicated that two-handed DGS number signs are processed in a decomposed way. This language-specific effect also generalized to another linguistic number notation, German number words, but not to Arabic digit notation. These differences are discussed with respect to two possible routes to number parity.

Adult↗

PubMed1990

The role of parental input in the development of a morphological system.

In order to isolate the properties of language whose development can withstand wide variations in learning conditions, we have observed children who have not had access to any conventional linguistic input but who have otherwise experienced normal social environments. The children we study are deaf with hearing losses so severe that they cannot naturally acquire spoken language, and whose hearing parents have chosen not to expose them to a sign language. In previous work, we demonstrated that, despite their lack of conventional linguistic input, the children developed spontaneous gesture systems which were structured at the level of the sentence, with regularities identifiable ACROSS gestures in a sentence, akin to syntactic structure. The present study was undertaken to determine whether one of these deaf children's gesture systems was structured at a second level, the level of the gesture-that is, were there regularities WITHIN a gesture, akin to morphologic structure? We have found that (1) the deaf child's gestures could be characterized by a paradigm of handshape and motion combinations which formed a matrix for virtually all of his spontaneous gestures, and (2) the deaf child's gesture system was considerably more complex than the model provided by his hearing mother. These data emphasize the child's contribution to structural regularity at the intra-word level, and suggest that such structure is a resilient property of language.

Child, Preschool↗

PubMed1988

[Is there such a thing as psychodynamics of deafness?].

A deaf child presents no specific psychologic pattern, but he has to face specifics situations. Some of them are analysed here: his parents mourning after diagnosis, his particular relation to communication and language compared to the situation of a hearing child, his implication in both sign language and oral language.

Child↗

PubMed1982

Aphasia in a prelingually deaf woman.

A left parietal infarct in a prelingually deaf person resulted in an aphasia for both American Sign Language (ASL) and written and finger-spelled English. Originally the patient had a nearly global aphasia affecting all language systems. By five to seven weeks post-onset her symptoms resembled those of hearing aphasics with posterior lesions: fluent but paraphasic signing, anomia, impaired comprehension and repetition, alexia, and agraphia with elements of neologistic jargon. In addition, there was a pronounced sequential movement copying disorder, reduced short-term verbal memory and acalculia. In general, the patient's sign errors showed a consistent disruption in the structure of ASL signs which parallels the speech errors of oral aphasic patients. We conclude that most aphasic symptoms are not modality-dependent, but rather reflect a disruption of linguistic processes common to all human languages. This case confirms the importance of the left hemisphere in the processing of sign language. Furthermore, the results indicate that the left supramarginal and angular gyri are necessary substrates for the comprehension of visual/gestural languages.

Aged↗

PubMed1991

Babbling in the manual mode: evidence for the ontogeny of language.

Infant vocal babbling has been assumed to be a speech-based phenomenon that reflects the maturation of the articulatory apparatus responsible for spoken language production. Manual babbling has now been reported to occur in deaf children exposed to signed languages from birth. The similarities between manual and vocal babbling suggest that babbling is a product of an amodal, brain-based language capacity under maturational control, in which phonetic and syllabic units are produced by the infant as a first step toward building a mature linguistic system. Contrary to prevailing accounts of the neurological basis of babbling in language ontogeny, the speech modality is not critical in babbling. Rather, babbling is tied to the abstract linguistic structure of language and to an expressive capacity capable of processing different types of signals (signed or spoken).

Deafness↗

PubMedDate not supplied

Signposts to development: theory of mind in deaf children.

Possession of a "theory of mind" (ToM)--as demonstrated by an understanding of the false beliefs of others--is fundamental in children's cognitive development. A key question for debate concerns the effect of language input on ToM. In this respect, comparisons of deaf native-signing children who are raised by deaf signing parents with deaf late-signing children who are raised by hearing parents provide a critical test. This article reports on two studies (N = 100 and N = 39) using "thought picture" measures of ToM that minimize verbal task-performance requirements. These studies demonstrated that even when factors such as syntax ability, mental age in spatial ability, and executive functioning were considered, deaf late signers still showed deficits in ToM understanding relative to deaf native signers or hearing controls. Even though the native signers were significantly younger than a sample of late signers matched for spatial mental age and scores on a test of receptive sign language ability, native signers outperformed late signers on pictorial ToM tasks. The results are discussed in terms of access to conversation and extralinguistic influences on development such as the presence of sibling relationships, and suggest that the expression of a ToM is the end result of social understanding mediated by early conversational experience.

Child↗

PubMed1977

Improving communication with the deaf patient.

Deafness affects 1.8 million people in the United States. The special comminication problems of deaf people may lead to serious misunderstandings, particularly during a medical evaluation. Patients with no residual hearing usually read lips with only 40 percent accuracy. Furthermore, physicians may have great difficulty understanding the deaf patient's impaired speech and faulty written English. Underestimating the patient's intelligence, the doctor may give reassurances or oversimplified explanations. The purposes of this paper are to clarify the reasons for the speech and language problems of deaf people and to dispel some common misconceptions about deafness and sign language. Recommendations are given for improving doctor-patient communication.

Deafness↗

PubMed1990

Can SEE-2 children understand ASL-using adults?

Signing Exact English or SEE-2, is one of several invented sign systems currently being used with hearing-impaired children in the United States. The system parallels the morphology of written English and differs from American Sign Language both in terms of the configuration of many of the lexical signs and in grammatical word order. The current study investigated whether students accustomed to an invented sign system could comprehend ASL signed by deaf adults. One group of subjects was exposed to SEE-2 in their day school classrooms. The other group attended residential programs and was exposed to Signed English, PSE and ASL. Both groups observed three videotaped short stories and answered questions following each. Both groups answered approximately 25 percent of the written comprehension questions correctly; their mean scores did not differ significantly. Results of the study suggest that students exposed to SEE-2 and lacking experiences with deaf adults were able to comprehend ASL as well as their peers who attended residential schools.

Adolescent↗

PubMed1998

Cerebral organization for language in deaf and hearing subjects: biological constraints and effects of experience.

Cerebral organization during sentence processing in English and in American Sign Language (ASL) was characterized by employing functional magnetic resonance imaging (fMRI) at 4 T. Effects of deafness, age of language acquisition, and bilingualism were assessed by comparing results from (i) normally hearing, monolingual, native speakers of English, (ii) congenitally, genetically deaf, native signers of ASL who learned English late and through the visual modality, and (iii) normally hearing bilinguals who were native signers of ASL and speakers of English. All groups, hearing and deaf, processing their native language, English or ASL, displayed strong and repeated activation within classical language areas of the left hemisphere. Deaf subjects reading English did not display activation in these regions. These results suggest that the early acquisition of a natural language is important in the expression of the strong bias for these areas to mediate language, independently of the form of the language. In addition, native signers, hearing and deaf, displayed extensive activation of homologous areas within the right hemisphere, indicating that the specific processing requirements of the language also in part determine the organization of the language systems of the brain.

Adult↗

PubMedDate not supplied

Augmentative and alternative communication in logopedics.

Like logopedics, augmentative and alternative communication (AAC) has a short history and a long past. In the 1950s and 60s the field of AAC emerged as a response to the need of individuals who, despite years of 'traditional speech therapy', had not developed adequate oral communication skills, and for whom compensatory rather than remedial approaches were thus deemed advisable. Various trends like the shift from form to function in language development research, dissemination of sign language, use of non-speech graphic symbols, advances in computer technology, and international collaboration have all contributed to AAC's present-day status as a multidisciplinary enterprise involving speech-language therapists and an array of other professions. Clinical experience, for lack of comprehensive empirical studies, seems to indicate that AAC is warranted for congenital as well as acquired communication disorders.

Humans↗

PubMed2002

Designing a curriculum on Internet health resources for deaf high school students.

PURPOSE: This paper examines the integration of instruction about quality health resources on the Internet into the health curriculum of a specialized high school for students with hearing disabilities. SETTING/PARTICIPANTS/RESOURCES: The Health Sciences Library System (HSLS) at the University of Pittsburgh has formed a partnership with the Western Pennsylvania School for the Deaf (WPSD). BRIEF DESCRIPTION: This project was partially funded through a subcontract with the National Library of Medicine. As one component of its Health Information for the Public project, HSLS formed a partnership with the WPSD. This partnership allowed for a librarian to provide instruction to health education and learning center teachers and students at WPSD about health resources on the Internet. This paper describes the planning process, curriculum development, and challenges encountered. These challenges include student knowledge of English as a second language, the need for a sign language interpreter, students' third-to-fourth-grade reading levels, and the need for appropriate visual presentations to accompany the audio counterpart. RESULTS/OUTCOME: The partnership formed between HSLS and WPSD improved deaf high school students' ability to locate quality health information on the Internet. EVALUATION METHOD: A pre-class survey and post-class survey were used to determine the impact of the instruction.

Adolescent↗

PubMed2003

[Confusing stories, not always confusion! Language disorders and dementia].

Sometimes confusing stories may have unexpected causes. A confused patient is not necessarily delirious or demented. We present three patients in which diagnosis was difficult. Their confusion appeared to be caused only partially by memory impairment. Dementia often presents with memory impairment, but sometimes a language disorder is more prominent. Ten percent of the dementias show language disturbances as the first sign. Language disturbances may exist for a long time, even before the onset of the memory impairment. The language disorder causes difficulty in proper judgment of memory. Logopedic examination is necessary to diagnose the language disorder. Neuropsychological testing should take the language disorder into account. Diagnostic accuracy is important. Distinguishing dementia from a language disorder has implications for the judgment of the patient's (dis)abilities and management.

Aged↗

PubMed2000

Measuring the quality of education: the involvement of bilingually educated deaf children.

The levels of involvement of six young deaf children were observed during three educational tasks. These levels were used as indicators of quality of education. The children were bilingually educated. The possible connection between language of instruction, type of task, teaching style, and level of involvement was studied. The children's observed overall level of involvement was high. Involvement was influenced by the type of educational task, but also by the teacher and by the language of instruction: Involvement was greater during activities led by the deaf teacher, using Sign Language of the Netherlands (SLN). Measurement of involvement of young deaf children turned out to be a good way to assess quality of education, not only for research purposes but in the context of general educational practice.

Deafness↗

PubMed2001

Language facility and theory of mind development in deaf children.

Deaf children with signing parents, nonnative signing deaf children, children from a hearing impaired unit (HIU), and oral deaf children were tested on three first-order theory of mind (ToM) tasks--a subset was also given a second-order task (Perner & Wimmer, 1985). A British Sign Language (BSL) receptive language task (Herman, Holmes, & Woll, 1999) and four nonverbal executive function tasks were also administered. The new BSL task allowed, for the first time, the receptive language abilities of deaf children to be measured alongside ToM abilities. Hearing children acted as controls. These children were given the same tasks, except the British Picture Vocabulary Scale was substituted for the BSL task. Language ability correlated positively and significantly with ToM ability, and age was correlated with language ability for both the deaf and hearing children. Age, however, underpinned the relationship between ToM and language for deaf children with signing parents and hearing children but not for nonnative signing, HIU, or oral deaf children. Executive function performance in deaf children was not related to ToM ability. A subset of hearing children, matched on age and language standard scores with signing deaf children, passed significantly more ToM tasks than the deaf children did. The findings are discussed with respect to the hypotheses proposed by Peterson and Siegal (1995, 2000) and Courtin (2000).

Journal Article↗

PubMed1990

Effects of alternate modes of administration on Rorschach performance of deaf adults.

This study examined two modes of administering the Rorschach Inkblot Technique to determine which was more appropriate for a college-educated, deaf population. Twenty-four prelingually deaf adults took the Rorschach in sign language and in written English, using a counterbalanced test-retest design, and their sign and written scores were compared to each other and to 1986 norms for Exner's Comprehensive System. Seventeen variables measuring such areas as perceptual accuracy, perceptual complexity, and self-focus were found to vary more than one standard deviation from Exner's norms. Differences between sign and written conditions on several affective variables were found. Written administration can be used by examiners who are informed about deafness and aware of variables that may be underreported by written inquiry.

Adult↗

PubMed1995

Aiming for consistency in the way teachers sign.

A four year study examined the effects of a sign communication intervention program designed to enhance teachers' ability to consistently code English into sign. The secondary goal of the project was to help teachers use American Sign Language as an intervention tool for enhancing students' comprehension of instructions. Starting with an initial sign to speech ratio of 59.8% and 66.2%, two teachers were able to improve their ratio to 98.9% and 89.7% respectively. The basic components of the intervention program are presented along with their rationale. A breakdown of the sign to speech ratio is provided in an examination of how effectively the teachers coded articles, pronouns, sign markers, and the verb "to be."

Deafness↗