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PubMed1983

Effects of parental deafness and early exposure to manual communication on the cognitive skills, English language skill, and field independence of young deaf adults.

Congenitally deaf college students with deaf parents who were native ASL signers (the ASL group) were compared to congenitally deaf college students who learned to sign between the ages of 6 and 12 years and who had hearing parents (the Delayed sign language group) on tests of cognitive skills, the cognitive style of field independence/dependence, and English language presented and produced through spoken, written, and sign modes. A control group of hearing college students was also included in the study. Differential effects of parental deafness and early exposure to manual communication, generally reported for deaf children, were not observed in the cognitive and communication performance of the experimental subjects. Furthermore, the Delayed sign language group performed significantly better than the ASL group on tests of speech perception and speech intelligibility. No differences on tests on cognitive skills were observed between the deaf and hearing subjects or between males and females. However, deaf females in both groups were more field dependent than deaf males and hearing females, while deaf males did not differ from hearing males. A test of speech reception skill was the only predictor of field independence for the ASL group while a test of cognitive skills was the only predictor of field independence for the other two groups.

Adolescent↗
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↗
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↗
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↗
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↗
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↗
PubMed1984

A vocabulary test for chimpanzees (Pan troglodytes).

Chimpanzees can communicate in American Sign Language (ASL) to independent human observers whose only source of information is the ASL signs of the chimpanzees. A vocabulary test was presented to 4 cross-fostered chimpanzees (4-6 years old). Thirty-five-millimeter color slides were projected on a screen that could be seen by the chimpanzee subject but not by the human observers. There were two observers: O1 was the questioner in the testing room with the subject; O2 was in a different room. Neither observer could see the other, or the responses of the other observer. O1 and O2 agreed in their readings of both correct and incorrect signs, and most of the signs were the correct ASL names of the slides. In order to show that the chimpanzees were naming natural language categories--that the sign DOG could refer to any dog, FLOWER to any flower, SHOE to any shoe--each test trial was a first trial in that test slides were presented only once. Analysis of errors showed that two aspects of the signs, gestural form and conceptual category, governed the distribution of errors.

Animals↗
PubMed1994

The development of graphic symbols for medical symptoms to facilitate communication between health care providers and receivers.

Since there are a variety of communication barriers in health care settings in Japan, a study was designed to improve communication by the use of graphic symbols. At the beginning of this study, graphic symbols were developed to correspond to 26 basic symptoms. Seventy-six subjects voluntarily evaluated the comprehensibility of these symbols: nursing students (n = 29), manual sign language interpreters (n = 24), hearing impaired subjects with normal (n = 10), limited (n = 11), and minimal (n = 2) literacy abilities. The comprehension by each respondent of each symbol was compared with that of the authors. On the average, numbers of the matching meanings were 24.9 +/- 1.36 (mean +/- S.D.) for students, 24.5 +/- 1.77 for interpreters, 23.4 +/- 2.22, and 21.5 +/- 3.01 for the first two groups of the hearing impaired. Among the 26 symbols, 10 showed high levels of the matching rates (> 90%) for all groups. These symbols were considered to be effective alternatives to verbal expression. Further refinements of the graphic symbols were suggested to suppress the differences in interpretation of the remainder of the symbols. During this study, colleagues and subjects suggested cognitive strategies to clarify and enhance the meaning of the graphic symbols such as (a) the subtraction of excessive information, (b) the addition of further information, and (c) the simplification of the setting by minimizing social and cultural bias.

Adult↗
PubMed1987

Predicting spoken language acquisition of profoundly hearing-impaired children.

The Spoken Language Predictor (SLP) Index is a proposed guide for making recommendations regarding the most appropriate communication mode to be used in educating a given hearing-impaired child. The SLP Index is the sum of points obtained on five predictor factors that have been weighted according to their contribution to successful spoken language acquisition. The point values assigned for each factor as well as assignment of points to particular test scores within each factor was accomplished by subjective clinical judgment followed by trial application to actual clinic cases. Three ranges of SLP indexes are associated with three educational recommendations: speech emphasis (SLP = 80-100), provisional speech instruction (SLP = 60-75), and sign language emphasis (SLP = 0-55). The purpose of this article is to describe the development and application of the SLP and preliminary evidence for its stability and validity.

Child↗
PubMed1982

Manual communication skills in aphasia.

This study investigated the acquisition and use of American Sign Language (ASL) and American Indian Gestural Code (Amerind) in 8 aphasic adults. Subjects received 2 hours of instruction for 4 weeks in 20 signs from each system. No difference was found in ease of acquisition between the sign systems in these subjects. However, when specific subject characteristics were noted, auditory comprehension skills wer significantly related to subjects' abilities to learn the signs. Subjects' residual expressive language skills were found not to be related to their abilities to learn either sign system.

Aphasia↗
PubMed1982

Comparison of sign versus verbal symbol training in retarded adults.

Sign language as an alternative or as an augmentive system to verbal language training in the mentally retarded is in widespread use. This study began an exploration of the relationship between sign and verbal learning in 10 institutionalized severely mentally retarded adults. Three experimental groups were taught color labels. Three persons received sign training only, 4 more received verbal training only, and last 3 received combined verbal and sign training. Sign labels tended to be learned more efficiently than verbal labels by this small group. Combined sign and verbal training improved verbal learning whereas sign learning was not improved through the combined approach. Replication and extension of this preliminary work with a larger and more representative sample is needed.

Adult↗