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At least 271 records · Page 15Linked to original sources
PubMed1982

Signs as pictures and signs as words: effect of language knowledge on memory for new vocabulary.

The role of sensory attributes in a vocabulary learning task was investigated for a non-oral language. Deaf and hearing individuals, more or less skilled in the use of sign language, were asked to learn the English meanings of 22 invented signs which followed the rules of formation for signs in American Sign Language. Each sign stimulus was highly similar in formation to another sign in the set. It was expected that skilled signers would be less affected by this formational similarity because of their greater familiarity with the linguistic structure of sign language. Furthermore, it was suggested that skilled signers would form a visual-linguistic code for the signs while unskilled signers would produce a code from general visual-pictorial processes. These representation differences were expected to lead to qualitatively different error patterns in response to sign similarity. All expectations were confirmed. Skilled signers encoded invented signs in terms of linguistic structure, while unskilled individuals approached the signs as visual-pictorial events. Although both codes are sensory, one reflects linguistic abstraction, and the other does not.

Deafness↗
PubMedDate not supplied

Sign language aphasia during left-hemisphere Amytal injection.

Although it has been established that the left cerebral hemisphere subserves spoken language, the nature of brain organization for sign language remains relatively unexplored. The issue is especially important because sign language displays the complex linguistic structure of spoken languages, but conveys it through manipulation of visuo-spatial relations, thereby exhibiting properties for which the hemispheres of hearing individuals show opposing specializations. We had the unique opportunity to study a hearing signer proficient in American sign language (ASL), during the left intracarotid injection of a barbiturate (the Wada test), and before and after a right temporal lobectomy. The subject was a strong right-hander. Neuropsychological and anatomical asymmetries suggested left cerebral dominance for auditory-based language. Emission tomography revealed lateralized activity of left Broca's and Wernicke's regions for spoken language. The Wada test, during which all left language areas were rendered inoperative, caused a marked aphasia in both English and ASL. After partial ablation of the right temporal lobe, the abilities to sign and understand signing were unchanged. These data add further support to the notion that anatomical structures of the left cerebral hemisphere subserve language in a visuo-spatial as well as an auditory mode.

Adult↗
PubMed1981

Perception of iconicity in American sign language by hearing and deaf subjects.

Three groups of subjects differing in age, language experience, and familiarity with American Sign Language were compared on three tasks regarding the perception of iconicity in signs from American Sign Language. Subjects were asked to guess the meaning of signs, to rate signs for iconicity, and to state connections between signs and their meaning in English. Results showed that hearing college students, deaf adults, and hearing first-grade children perform similarly on tasks regarding iconicity. Results suggest a psycholinguistic definition of iconicity based on association values, rather than physical resemblances between signs and real-world referents.

Adult↗
PubMed1982

Establishing generalized, productive verb-noun phrase usage in a manual language system with moderately handicapped children.

Strategies for producing generalized language skills continue to be of considerable interest to those working with severely language-delayed children. Research on generalized instruction-following suggested that strategies employing linguistic elements (verbs, nouns, adjectives, etc.) arranged in systematic combination matrices were successful in producing generalized and novel responses among handicapped children. The efficacy of a training matrix in the development of expressive verb-noun phrase usage was demonstrated. Two of the three students showed considerable gains in trained responses as well as predicted, novel responses, while a third who had much less training, showed some gains. Increases were also found in the overall development of expressive language tests. This approach is discussed in relation to other experimental approaches to language development.

Child↗
PubMed1983

Amer-Ind transparency.

Objective and reliable transparency comprehension results have been obtained on the citation form of the 193 Amer-Ind signals as presented in the original Amerind Video Dictionary. Transparency ratings, as determined by three different scoring criteria, as well as the most common errors, are presented. While transparency (42-50%) was considerably less than what has been suggested in previous reports (80-88%) it was, nevertheless, well above what has been reported for signs from American Sign Language. Transparency of repetitive signals was significantly higher than that reported for kinetic and static signals. The implications for clinical practice are discussed.

Adult↗
PubMed1984

The role of inconicity in early sign language acquisition.

A longitudinal study of sign language acquisition was conducted with 13 very young children (median age 10 months at outset of study) of deaf parents. The children's sign language lexicons were examined for their percentages of iconic signs at two early stages of vocabulary development. Iconic signs are those that clearly resemble the action, object, or characteristic they represent. Analysis of the subjects' vocabularies revealed that iconic signs comprised 30.8% of the first 10 signs they acquired. At age 18 months, the proportion of iconic signs was found to be 33.7%. The finding that a majority of signs in the subjects' early vocabularies were not iconic suggests that the role of iconicity in young children's acquisition of signs may have been overrated by some investigators, and that other formational features may be of greater importance in influencing young children's ability to acquire signs.

Child Language↗
PubMed1984

Effects of speech and speech and sign instruction on oral language learning and generalization of action + object combinations by Down's syndrome children.

This study was designed to compare the effects of speech and speech-plus-sign stimulation during comprehension treatment on the oral language learning and generalization of action + object relational meanings. Ten home-reared Down's syndrome children in Early Stage 1 received concurrent comprehension treatment in Speech and Speech-Sign conditions using a miniature linguistic system. Upon attainment of criterion level performance in both conditions, generalization tasks were administered to measure the effects of the comprehension treatment on the comprehension and the production of treated and untreated action + object combinations. The results obtained from this study indicated that the two treatment conditions did not differ significantly for either learning or generalization. The data did, however, indicate that individual patterns of acquisition were evident among the children. Caution is advised concerning the automatic adoption or rejection of manual sign as part of oral language intervention programs.

Child↗
PubMed1985

Relative translucency of ASL signs representing three semantic classes.

One variable that has been shown to facilitate sign learning is the perceived translucency between a sign and its gloss. Unfortunately, there is limited information regarding which signs or what types of signs are translucent for young children. The current investigation is an attempt to determine whether children and adults perceive different amounts of translucency in signs drawn from early sign teaching lexicons and representing three different semantic classes. Results indicate that 4- and 7-year-old children and adults perceive signs that represent action to be more translucent than signs representing nomination and signs that represent nomination to be more translucent than signs representing attribution.

Adult↗