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PubMed2005

The question of sign-language and the utility of signs in the instruction of the deaf: two papers by Alexander Graham Bell (1898).

Alexander Graham Bell is often portrayed as either hero or villain of deaf individuals and the Deaf community. His writings, however, indicate that he was neither, and was not as clearly definite in his beliefs about language as is often supposed. The following two articles, reprinted from The Educator (1898), Vol. V, pp. 3-4 and pp. 38-44, capture Bell's thinking about sign language and its use in the classroom. Contrary to frequent claims, Bell does not demand "oral" training for all deaf children--even if he thinks it is the superior alternative--but does advocate for it for "the semi-deaf" and "the semi-mute." "In regard to the others," he writes, "I am not so sure." Although he clearly voices his support for oral methods and fingerspelling (the Rochester method) over sign language, Bell acknowledges the use and utility of signing in a carefully-crafted discussion that includes both linguistics and educational philosophy. In separating the language used at home from that in school and on the playground, Bell reveals a far more complex view of language learning by deaf children than he is often granted. (M. Marschark).

Child↗
PubMed2004

Biomechanical and perceptual constraints on the bandwidth requirements of sign language.

Access to telecommunication systems by deaf users of sign language can be greatly enhanced with the incorporation of video conferencing in addition to text-based adaptations. However, the communication channel bandwidth is often challenged by the spatial requirements to represent the image in each frame and temporal demands to preserve the movement trajectory with a sufficiently high frame rate. Effective systems must balance the portion of a limited channel bandwidth devoted to the quality of the individual frames and the frame rate in order to meet their intended needs. Conventional video conferencing technology generally addresses the limitations of channel capacity by drastically reducing the frame rate, while preserving image quality. This produces a jerky image that disturbs the trajectories of the hands and arms, which are essential in sign language. In contrast, a sign language communication system must provide a frame rate that is capable of representing the kinematic bandwidth of human movement. Prototype sign language communication systems often attempt to maintain a high frame rate by reducing the quality of the image with lossy spatial compression. Unfortunately, this still requires a combined spatial and temporal data rate, which exceeds the limited channel of residential and wireless telephony. While spatial compression techniques have been effective in reducing the data, there has been no comparable compression of sign language in the temporal domain. Even modest reductions in the frame rate introduce perceptually disturbing flicker that decreases intelligibility. This paper introduces a method through which temporal compression on the order of 5:1 can be achieved. This is accomplished by decoupling the biomechanical or kinematic bandwidth necessary to represent continuous movements in sign language from the perceptually determined critical flicker frequency.

Adult↗
PubMedDate not supplied

Challenges in language, culture, and modality: translating English measures into American sign language.

BACKGROUND: Few health-related questionnaires have been translated into American Sign Language (ASL), precluding Deaf adults from full participation in health-related research. OBJECTIVES: To translate self-report measures (written English) into sign language and to evaluate the equivalence of the ASL versions to the original English versions of the measures. METHODS: A descriptive-comparative design with a derived etic (outsider) perspective was used to evaluate equivalency between the English version of the Self-Rated Abilities for Health Practices (SRAHP) and an ASL version. Both versions were administered to 24 bilingual (English and ASL) adults. Analysis included correlation between total scores and comparison of internal consistency of both versions; psychometric properties of the signed SRAHP were computed for 105 Deaf adults who participated in a study of the Deaf Heart Health Intervention (DHHI). RESULTS: The correlation between total scores on ASL and English versions was .92, item-to-total correlations ranged from .08 to .80 on the English version and from .33 to .80 on the ASL version. Cronbach's alpha was .91 for the English version and .90 for the ASL version. Mean scores on the ASL version were significantly lower for the all-Deaf DHHI sample (n = 105) than for the bilingual subjects (n = 24) although internal consistency remained high (Cronbach's alpha of .93 and item-to-total correlation of .38-.74) for the new ASL version. DISCUSSION: The use of an adapted translation model resulted in a sound ASL version of a health-related measure. Results support use of the derived etic strategy for translating measures from their original language into new languages. The approach is also appropriate for changing modalities from written form to other modalities, such as the visual-manual modality of ASL.

Adolescent↗
PubMed1998

Young children's acquisition of the movement aspect in American Sign Language: parental report findings.

The acquisition of the movement aspect of American Sign Language signs was examined longitudinally in 9 young children of deaf parents. During monthly home visits, the parents demonstrated on videotape how their children formed the different signs in their lexicons. The parents also demonstrated how they formed or modeled these same signs. Overall, the children correctly produced 61.4% of the movements that were present in the adult sign models. Although the production accuracy of the movement aspect of signs did not improve over the course of the study, the number and complexity of movements produced by the children did increase as they got older and their vocabularies grew in size. Of the different sign movements, contacting action was by far the most frequently produced. The children were also relatively successful in their production of closing action and downward movement. The order of acquisition for the remaining ASL movements, however, was quite variable, with the exception that bidirectional movements tended to be produced more accurately than unidirectional movements. The relationship between children's early rhythmical motor behaviors and the development of sign movements is discussed.

Female↗
PubMed2000

"A good future for deaf children": a five-year sign language intervention project.

Deaf preschoolers and hearing family members learned sign language in a 5-year intervention project. Once weekly, each child met with a teacher who was deaf. Parents, siblings, and other relatives met about once monthly to study sign language, and all families in the project signed together about twice yearly. The present study addressed four questions asked of parents about the project: (a) How did the children learn to sign? (b) Did both the parents and the children benefit from the project? (c) What was the position of sign language in the family? (d) Did the project have some impact on the family's social network? The families indicated satisfaction with the project; they learned to sign and their social networks expanded. Parents favored bilingual education: Sign language was the main language but learning Finnish was also important. Learning sign language was not easy, especially for the fathers. The families that were most actively involved in the lessons learned the most.

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↗
PubMed2002

Cross-cultural communication with patients who use American Sign Language.

BACKGROUND: Although American Sign Language (ASL) is the third most commonly used primary language in the United States, physicians are often not adequately prepared for the challenges of conducting an interview with a deafpatient who signs. METHODS: A search of MEDLINE and PsychINFO databases for research on physician-patient communication and deaf people who use ASL was performed. Expert opinion helped guide discussion and recommendations. RESULTS: Few articles examined physician-patient communication involving ASL. Deaf people and their physicians report difficulties with physician-patient communication. Deaf people also report fear that their health care is substandard because of these difficulties. CONCLUSIONS: Preparing residents and medical students for working with patients and families who communicate in ASL presents many opportunities for teaching about physician-patient communication. ASL is quite different from English, and users of ASL often have sociocultural norms that differ from those of the majority culture. In addition to learning how to communicate with patients and families across languages and cultures, students and residents can learn how to collaborate with interpreters and how low literacy impacts physician-patient communication. Opportunities to teach about family dynamics, disability issues, and nonverbal communication also present themselves when working with families with Deaf members. Physician-patient communication involving ASL is an area that is ready for further research.

Communication↗
PubMed2006

The psychotherapist and the sign language interpreter.

Specialized psychotherapy for deaf people in the Dutch and Western European mental health systems is still a rather young specialism. A key policy principle in Dutch mental health care for the deaf is that they should receive treatment in the language most accessible to them, which is usually Dutch Sign Language (Nederlandse Gebarentaal or NGT). Although psychotherapists for the deaf are trained to use sign language, situations will always arise in which a sign language interpreter is needed. Most psychotherapists have the opinion that working with a sign language interpreter in therapy sessions can be a valuable alternative option but also see it as a second-best solution because of its impact on the therapeutic process. This paper describes our years of collaborationship as a therapist and a sign language interpreter. If this collaborationship is optimal, it can generate a certain "therapeutic power" in the therapy sessions. Achieving this depends largely on the interplay between the therapist and the interpreter, which in our case is the result of literature research and our experiences during the last 17 years. We analyze this special collaborative relationship, which has several dimensions and recurrent themes like, the role conception of the interpreter, situational interpreting, organizing the interpretation setting, or managing therapeutic phenomena during therapy sessions.

Adolescent↗
PubMed2000

Sign language tics in a prelingually deaf man.

Gilles de la Tourette syndrome is characterized by vocal and motor tics starting in childhood. Vocal tics may be either noises or words, and the vocal language tics may consist of obscenities (coprolalia) and repetitions of speech that has been heard (echolalia). We describe a prelingually deaf man who has the full array of tics seen in Gilles de la Tourette syndrome, but in whom vocal language tics are replaced by equivalent sign language tics. This is, to our knowledge, the first report of sign language tics in a person with prelingual deafness. The implications of this phenomenon for the separation between language and ideas in tics and the equivalence of sign language to spoken language is discussed.

Adult↗
PubMed1981

Visual and "phonetic" coding of movement: evidence from American sign language.

Hearing subjects unfamiliar with American Sign Language and deaf native signers made triadic comparisons of movements of the hands and arms isolated from American Sign Language. Clustering and scaling of subjects' judgments revealed different psychological representations of movement form for deaf and hearing observers. Linguistically relevant dimensions acquired modified salience for users of a visual-gestural language. The data indicate that the modification of natural perceptual categories after language acquisition is not bound to a particular transmission modality, but rather can be a more general consequence of acquiring a formal linguistic system.

Humans↗
PubMed1998

A "word length effect" for sign language: further evidence for the role of language in structuring working memory.

We report a sign length effect in deaf users of American Sign Language that is analogous to the word length effect for speech. Lists containing long signs (signs that traverse relatively long distances) produced poorer memory performance than did lists of short signs (signs that do not change in location). Further, this length effect was eliminated by articulatory suppression (repetitive motion of the hands), and articulatory suppression produced an overall drop in performance. The pattern of results, together with previous findings (Wilson & Emmorey, 1997), provides evidence for a working memory system for sign language that consists of a phonological storage buffer and an articulatory rehearsal mechanism. This indicates a close equivalence of structure between working memory for sign language and working memory for speech. The implications of this equivalence are discussed.

Adult↗
PubMed1993

Dissociation of cortical and single unit activity in spoken and signed languages.

Based on stroke and other lesion data, the cortical organization of sign language has been shown to be in the verbal language-dominant hemisphere. However, finer detail of the cortical organization of sign language is not readily available. Intraoperative cortical mapping of spoken and American Sign Language (ASL) was performed in a hearing patient proficient in ASL undergoing an awake operation for intractable epilepsy. We found the dissociation of essential cortical language sites for spoken and signed languages, the relationship of these sites to the interpretation of ASL, and the importance of the anterior temporal lobe in the language-dominant hemisphere for proper ASL handshapes. Single unit recordings in the anterior temporal lobe, at a site later identified to be important in handshape formation, showed sustained activity during naming with superimposed increases in activity during overt speech.

Adult↗
PubMed1981

Sign language and autism.

Research findings and issues in teaching sign language to nonspeaking autistic children are reviewed. Data on over 100 children indicate that nearly all autistic children learn receptive and expressive signs, and many learn to combine signs. These children also exhibit marked improvement in adaptive behaviors. Speech skills are acquired by fewer children and may be developed through simultaneous speech and sign training. Possible explanations for these results are given, together with suggestions for future research and data collection. Recommended innovations include exposure to fluent signers and training in discourse and code-switching. Different sign language teaching methods need to be investigated more fully, including emphasis on training sign language within the children's total environment and with greater staff and parental participation.

Adolescent↗
PubMed2004

Sign language interpreter training, testing, and accreditation: an international comparison.

The article explores sign language interpreter training, testing, and accreditation in three major English-speaking countries, Australia, the United Kingdom, and the United States, by providing an overview of the training and assessment of sign language interpreters in each country. The article highlights the reasons these countries can be considered leaders in the profession and compares similarities and differences among them. Key similarities include the provision of university interpreter training, approval for training courses, license "maintenance" systems, and educational interpreting guidelines. Differences are noted in relation to training prerequisites, types and levels of accreditation, administration of the testing system, and accreditation of deaf interpreters. The article concludes with predictions about future developments related to the establishment of the World Association of Sign Language Interpreters and the development of sign language interpreting research as a research discipline.

Accreditation↗
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↗
PubMed2002

Issues in development of the test battery for Australian sign language morphology and syntax.

In this article, we outline the initial stages in development of an assessment instrument for Australian Sign Language and explore issues involved in the development of such a test. We first briefly describe the instruments currently available for assessing grammatical skills in Australian Sign Language and discuss the need for a more objective measure. We then describe our adaptation of an existing American Sign Language test, the Test Battery for American Sign Language Morphology and Syntax. Finally, this article presents some of the data collected from a group of deaf native signers. These data are used to demonstrate the range of variability in key grammatical features of Australian Sign Language and to raise methodological issues associated with signed language test design.

Journal Article↗