Autonomous and unique features of American sign language.
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Communication↗
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Sign language acquisition and the teaching of deaf children. I.
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Child↗
[Sign language, a Danish dialect?].
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Communication↗
The sign language's new look.
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Deafness↗
The linguistic basis of left hemisphere specialization.
In humans the two cerebral hemispheres of the brain are functionally specialized with the left hemisphere predominantly mediating language skills. The basis of this lateralization has been proposed to be differential localization of the linguistic, the motoric, or the symbolic properties of language. To distinguish among these possibilities, lateralization of spoken language, signed language, and nonlinguistic gesture have been compared in deaf and hearing individuals. This analysis, plus additional clinical findings, support a linguistic basis of left hemisphere specialization.
Adult↗
The medical communication of deaf patients.
As language is such a fundamental tool in the determination of a diagnosis and in patient education, non-English-speaking patients and deaf patients often suffer from inferior medical care. Deaf adults and adults studying English as a second language (third- to fifth-grade English-comprehension level) were compared. Participants completed a survey and a test of commonly used medical vocabulary. The two populations did not differ significantly in education level or in vocabulary test scores. Deaf patients were often less able to speak to their physician in their customary language (sign language); as a result, they perceive greater difficulties in expressing themselves to their physicians and reexplain themselves less frequently in response to misunderstandings. It is clear that deaf patients should be recognized as a subset of non-English-speaking patients who are at increased risk for poor physician-patient communication.
Adult↗
[The child with defective hearing. Medical, educational, sociological and psychological aspects].
Hearing impairment in children is considered in its various aspects: medical, sociological, psychological, and educational. After a review of the aetiologies, the biological consequences of early auditory deprivation are underlined. The necessity of avoiding or reducing them justifies the efforts made to insure early diagnosis and adequate intervention. Screening and diagnostic techniques are described and illustrated by current results. The particular features of deafness, which stands out among other physical handicaps by the fact that it has given birth to a language, sign language, are stressed and the resulting socio-cultural implications are described. The relationships between deafness and psychology are treated so as to point out that there are no psychological features which characterize deafness, but that it can lead to several cognitive and behavioural consequences. The multiple interventions requested by a child's hearing impairment are detailed, emphasizing that medical or surgical actions must be part of a team work. The physician is called upon to play an essential part in this work, which he can correctly fulfill only by taking into account the sociological, cultural, psychological, educational and prosthetic aspects. The principles of prosthetic adaptation and the different types of prosthetic devices are presented, with special mention of recent and prospective developments. After a historical survey of deaf education, the evolution of ideas and methods from 1972 to 1987 is related, and the presently utilized methods are described and discussed. The different educational structures and their respective merits are outlined, as well as the action in favour of deaf children and their families of social services and parental cooperation.
Audiometry↗
First stage of language acquisition through two modalities in deaf and hearing children.
We consider the earliest stages of language acquisition in both vocal and gestural modalities. The basic hypothesis is that there is a kind of equipotentiality between the two modalities and that the choice between the two depends on the linguistic input to which the child is exposed. We set forth the results of studies conducted in deaf and hearing children who acquire as native language the sign language used by deaf persons (gestural modality) and discuss the data on language acquisition in hearing and deaf children exposed to the American Sign Language (ASL) and in deaf children exposed to the Italian Sign Language (LIS). We go on to present the results of work in deaf children exposed to a bimodal Italian input. Against the background of studies in hearing children exposed to spoken Italian only we discuss the role of the gestural modality in the language acquisition of these children from the holophrastic to the diphrastic period. The comparison of sign language acquisition and spoken language acquisition will enable us to assess which aspects may be considered universal and which modality-related.
Adolescent↗
Hand dominance for signing: clues to brain lateralization of language.
Virtually all right-handed individuals are left hemisphere dominant for language. Sign languages of the deaf provide an unusual vehicle for exploring the link between handedness and hemispheric specialization for language since in sign language the hands themselves are the language articulators. Performance of the right and left hand was examined in deaf native users of American Sign Language (ASL) for speeded production of one-handed signs and for shadowing of signed discourse. Opposite patterns of asymmetries in hand performance were found in right- and left-handers. However, left-handers were more flexible than right-handers in signing with their non-preferred hand. Furthermore, unusual patterns of hand use for sign were found in a deaf signer with a left hemisphere lesion, possibly indexing increased mediation of the intact hemisphere. Implications for brain organization of language in a visual-gestural mode are discussed.
Adult↗
A method for transcribing signed and spoken language.
Transcribing sign communication used simultaneously with spoken English presents investigators with a unique problem: the singular quality of the bimodal communicative interactions cannot be accurately depicted using accepted conventions for recording either spoken or signed language samples. This article proposes guidelines for transcribing such data. The need for guidelines arose during an earlier study of the language development of a hearing child of deaf parents. To meet the immediate needs of that study, rules and conventions from previous studies were combined with newly generated ones, resulting in the guidelines proposed in this article. The guidelines can be applied to data in which intermodal linguistic influence is suspected.
Communication Methods, Total↗
Improvements in the signing skills of hearing parents of deaf children.
Most deaf children are born to hearing parents. Yet, many hearing parents are unable to communicate clearly and unambiguously with their deaf offspring. This study looked at changes in the number of parents of deaf offspring who learn sign language, and the signing skills of those parents. It found that over the years the signing skills of these parents have been improving. Of the younger deaf offspring in this study, 73% reported that their parents knew some sign language. Younger offspring rated their parents' signing skills higher than did older offspring. These results may indicate that more parents are now learning sign language.
Adult↗
Language, modality and the brain.
Studies of the signed languages of deaf people have shown that fully expressive languages can arise, outside of the mainstream of spoken languages, that exhibit the complexities of linguistic organization found in all spoken languages. Thus, the human capacity for language is not linked to some privileged cognitive-auditory connection. However, the formal properties of languages (spoken or signed) appear to be highly conditioned by the modalities involved in their perception and production. Multi-layering of linguistic elements and the use of space in the service of syntax appear to be modality-determined aspects of signed languages. Analyses of patterns of breakdown of signed languages provide new perspectives on the nature of cerebral organization for language. The studies reviewed in this article show that the left cerebral hemisphere in man is specialized for signed as well as spoken languages, and thus may have an innate predisposition for language, independent of language modality.
Adult↗
Cerebral asymmetry in congenitally deaf subjects.
Congenitally deaf subjects exposed to tachistoscopic presentation of English words, British Sign Language (BSL) signs, manual letters stimuli and a non-verbal task showed a left hemisphere advantage for English words and signs, a right hemisphere advantage for manual letters and no field differences for the non-verbal task.
Deafness↗
[The effects of early manual instruction on the oral language development of two deaf children].
The speech and language training for deaf children at our clinic is performed using a multisensory method, which consists of reception and expression training for sign language and fingerspelling as well as auditory training, lip reading, and written language training (the Kanazawa Method). We have already reported that acquisition of written language is not dependent on oral language, and that written language is easier to learn than oral language for deaf children. In the present investigation, we analyzed the acquisition of comprehensible and expressive vocabulary in sign language and fingerspelling. The subjects were two children congenitally deaf at levels higher than 105dB. Recorded language samples by the age of 48 months were analyzed. Acquisition of sign language was found to be significantly easier than acquisition of oral language. The development of expressive noun words, function words, and Wh-question words in sign language at the early period was almost equivalent to that of hearing peers, and then the sign language appeared transfer to the oral language. These results suggest that early presentation of sign language with written and oral language is effective in the acquisition of communicative attitudes, function words and interrogative sentences which are most difficult for the hearing-impaired. It was shown that early presentation of sign language with written and oral language serves to promote acquisition of oral language.
Child↗
Training social skills to severely mentally retarded multiply handicapped adolescents.
Three severely mentally retarded, multiply handicapped, adolescents were treated in a classroom setting for social skills deficits. Two of these children exhibited symptoms of autism including periods of echolalia, and fascination with tactile and visual stimulation. One of the pair was deaf. The third child was profoundly mentally retarded and had minimal expressive language skills. All had received sign language training to facilitate communication. Treatment focused on increasing the frequency of eye contact, in seat and response to verbal prompt behaviors, skills deemed necessary to facilitate use of sign language communication and to increase social interaction. Baseline and treatment were evaluated in a multiple baseline, alternating treatment design across children. Baseline was taken on responses to 10 standard questions, asked by the teacher, based on verbal presentation and sign language. This same procedure was then continued during the initial treatment phase following training sessions. During training, the children received social reinforcement, performance feedback and edible reinforcement, in the form of candy, for appropriate performance. Physical and verbal prompts as well as pictorial cues were employed to shape appropriate behavior. In the second treatment phase, training was implemented in the classroom in which baseline data had been collected. Improvement in target behaviors, via training sessions held four days a week, was noted. These data suggest that use of a combination of visual stimuli, operant and social learning methods can remediate social skills deficits in children with multiple psychological and physical deficits. The implications of these findings for current and future research are discussed.
Achievement↗
Dissociation between linguistic and nonlinguistic gestural systems: a case for compositionality.
This paper addresses the issue of the separability of disorders of sign language from disorders of gesture and pantomime. The study of a left-lesioned deaf signer presents one of the most striking examples to date of the cleavage between linguistic signs and manual pantomime. The left-hemisphere lesion produced a marked sign language aphasia disrupting both the production and the comprehension of sign language. However, in sharp contrast to the breakdown of sign language, the ability to communicate in nonlinguistic gesture was remarkably spared. This case has important implications for our understanding of the neural mediation of language and gesture. We argue that the differences observed in the fractionation of linguistic versus nonlinguistic gesture reflect differing degrees of compositionality of systems underlying language and gesture. The compositionality hypothesis receives support for the existence of phonemic paraphasias in sign language production, illustrating structural dissolution which is absent in the production of pantomimic gesture. Understanding the neural encoding of compositional motoric systems may lead to a principled anatomical account of the neural separability of language and gesture. This case provides a powerful indication of the left hemisphere's specialization for language-specific functions.
Aphasia↗
Functional demands and consequences of manual communication.
Sign language is the fourth most commonly used language in the United States. Despite the frequent need for this unique upper limb function, little is known regarding the demands and consequences of signing. This article (1) reviews 15 signers with upper limb abnormalities to determine how the abnormalities affect their signing, and (2) explores overuse syndromes in six sign language interpreters. Because of the way the sign language is constructed, only the most severe, bilateral limb abnormalities affect signing, and no extraordinary measures beyond standard, high quality hand care is required to improve function. To treat overuse syndromes in sign language interpreters, customary conservative treatments have generally been useful, but prevention is greatly preferable to treatment.
Adolescent↗
Evaluating changes in the communication skills of deaf children using vibrotactile stimulation.
Results of a 9-mo longitudinal study designed to evaluate the efficacy of a vibrotactile aid, the SRA-10, with four profoundly deaf preschool children are reported. During the study the subjects were enrolled in 30-min triweekly language therapy sessions, and changes in communication skills in connected discourse (vocalization only, sign language only, and vocalization plus sign language) were measured using a computer-based observation system. Changes in structural and semantic aspects of language were also measured. The four subjects were evaluated during one 16-week phase in which the aid was used (aid-on condition) and another 8 weeks in duration in which the aid was not used (aid-off condition). Communication skills improved in the aid-on condition and decreased in the aid-off condition. The changes were found to be significant for the communication involving the vocalization plus sign language (Total Communication) measure, indicating that the vibrotactile stimulation was positively associated with the communicative act.
Child, Preschool↗