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At least 379 records · Page 21Linked to original sources
PubMed1988

Spatial-frequency bands in complex visual stimuli: American Sign Language.

Dynamic images of individual signs of American Sign Language (ASL) with a resolution of 96 X 64 pixels were bandpass filtered in adjacent frequency bands. Intelligibility was determined by testing deaf subjects fluent in ASL. The following results were obtained. (1) By iteratively varying the center frequencies and bandwidths of the spatial bandpass filters, it was possible to divide the original signal into four different component bands of high intelligibility. (2) The measured temporal-frequency spectrum was approximately the same in all bands. (3) The masking of signals in band i by noise in band j was found to be inversely proportional to log [f signal/f noise]. At constant performance, the ratio of root-mean-square signal amplitude to noise amplitude, s/n, was the same for bands 2,3, and 4 and higher for band 1. (4) When weak signals i and j were added linearly, there was a slight intelligibility advantage for signals in the same band (i = j) compared with signals in adjacent bands and for signals in adjacent bands compared with signals in distant bands.

Humans↗
PubMed1978

Acquisition of sign language by autistic children. I: Expressive labelling.

There has been growing interest in teaching sign language to autistic children who have failed to develop speech. However, controlled experimentation in this area is nonexistent. In the present study, four nonverbal autistic children were taught expressive sign labels for common objects, using a training procedure that consisted of prompting, fading, and stimulus rotation. The efficacy of the procedure was demonstrated in a multiple-baseline design across objects. The results were reliable, replicable across children, and generalizable across therapists. A stimulus control analysis demonstrated that, for three of the children, correct signing was controlled solely by the visual cues associated with the presentation of a given object and was independent of respect to the known perceptual and linguistic deficits of autistic children.

Adolescent↗
PubMed1984

Acquisition and cross-setting generalization of manual signs with severely retarded individuals.

In this study, we assessed the effect of a transfer of stimulus control procedure on the acquisition and cross-setting generalization of manual signs with four profoundly retarded individuals. Two individuals were trained to produce appropriate signs to verbal instructions, whereas the other two were trained until manual signs were controlled by visual stimuli (objects). Data obtained from three probe situations (two for one individual) constituted the dependent variables of the investigation. The results, gathered within a multiple-baseline design across signs showed that individuals acquired the trained signs and maintenance and generalization across settings (classroom, ward) and persons (teachers, ward staff) occurred, but was highly variable between and within individuals.

Adult↗
PubMed1981

Three dimensional view of sign iconicity.

The data suggest that learners' backgrounds are influential in determining which signs will be most easily perceived as iconic, which means that iconicity should not be determined solely on a linguistic basis.

Adult↗
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↗
PubMed1983

Effects of signability and imagery on word recall of deaf and hearing students.

This study examined 40 deaf and 20 hearing students' free recall of visually presented words varied systematically with respect to signability (i.e., words that could be expressed by a single sign) and visual imagery. Half of the deaf subjects had deaf parents, while the other half had hearing parents. For deaf students, recall was better for words that had sign-language equivalents and high-imagery values. For the hearing students, recall was better for words with high-imagery values, but there was no effect of signability. Over-all, the hearing students recalled significantly more words than the deaf students in both immediate and delayed free-recall conditions. In immediate recall, deaf students with deaf parents reported using a sign-language coding strategy more frequently and recalled more words correctly than deaf students with hearing parents. Serial-position curves indicated several differences in patterns of recall among the groups. These results underline the importance of sign language in the memory and recall of deaf persons.

Adolescent↗