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PubMed1983

Developmental milestones: sign language acquisition and motor development.

The sign language and motor development of 11 young children of deaf parents were studied across a 16-month period. The subjects showed accelerated early language development producing, on the average, their first recognizable sign at 8.5 months, their tenth sign at 13.2 months, and their first sign combination at 17.0 months. In contrast, children learning to speak typically do not attain the equivalent spoken language milestones until 2-3 months later. The structure and content of the subjects' 50-sign vocabularies closely resembled those for children at the same stage in previously published studies of spoken language acquisition. The pattern of synchrony between motor and language development previously reported by investigators of children learning to speak was found not to apply to the population of the present study: most of the subjects learning to sign did not slow down in their rate of language acquisition after achieving a new motor milestone, but rather continued to show a gradual increase in the size of their sign language vocabularies.

Child Development↗
PubMed2005

ADL dependence and perceived health among elderly deaf sign-language users: a comparison with a matched group of elderly hearing people.

The main purpose of the study was to investigate dependence in ADL and perceived health among elderly deaf sign-language users and to compare these findings with data from a matched hearing elderly population sample. Data on the deaf population were collected through assessments and structured interviews in sign language. Data on the hearing population were retrieved from the Swedish National Study and Ageing and Care (SNAC), while only a few variables from the questionnaire were used in the present study. Each deaf individual was matched by three hearing persons. Matching was performed according to gender, age, and living situation. The main finding is that elderly deaf sign-language users are more dependent in ADL but simultaneously report better health than their hearing counterparts. The differences in ADL dependence can be explained by factors linked to the communication problems experienced by deaf sign-language users, but also by cultural factors. The better health reported by the deaf sample may be attributed to adaptive mechanisms that deaf sign-language users have been claimed to develop. This research provides new information on a vulnerable group of elderly people, i.e. deaf sign-language users, that has previously been given little scientific attention.

Activities of Daily Living↗
PubMed2003

The use of repair strategies: bilingual deaf children using sign language and spoken language.

The language effects on repair strategies employed by 7 bilingual deaf children (native signers who also used spoken language) was examined. During two sessions--one conducted in sign language and the other in spoken language--each child described a picture. The examiner stopped the child twice to request clarification. The children's responses to the requests were coded into seven repair strategies. Results indicated that language mode significantly influenced repair strategy behavior: In sign language, the children used a greater frequency, variety, and level of strategies. The position of the clarification request also had an effect: Later in the sequence, the children used more advanced strategies. It was assumed that these native signers evidenced a higher language level in sign, which allowed them to use more advanced communicational strategies in sign than in spoken language. This performance gap should be considered in intervention.

Adolescent↗
PubMedDate not supplied

Sign language iconicity and its influence on the ability to describe the function of objects.

UNLABELLED: We examined the influence of sign language iconicity on children's ability to describe the function of objects. Forty-eight hearing preschoolers were divided into three groups and asked to describe the function of 15 high and 15 low iconic signs. We questioned the Hearing/Verbal (H/V) group verbally, Hearing/Verbal + Sign (H/V+S) group verbally with objects simultaneously signed, and the Hearing/Sign (H/S) group with objects signed without voice. Ten deaf children (D/S) were also tested using sign language. H/S and D/S performed significantly better on high than low iconic items. Nine signs were sufficiently iconic to aid function identification by sign naïve hearing children. Results suggest that certain highly iconic signs may contribute to performance on tests administered in sign language. LEARNING OUTCOMES: The reader will learn about sign language iconicity and its influence on the ability of hearing and deaf children to perform on object function questions.

Analysis of Variance↗
PubMed2003

Neural systems underlying lexical retrieval for sign language.

Positron emission tomography was used to investigate whether signed languages exhibit the same neural organization for lexical retrieval within classical and non-classical language areas as has been described for spoken English. Ten deaf native American sign language (ASL) signers were shown pictures of unique entities (famous persons) and non-unique entities (animals) and were asked to name each stimulus with an overt signed response. Proper name signed responses to famous people were fingerspelled, and common noun responses to animals were both fingerspelled and signed with native ASL signs. In general, retrieving ASL signs activated neural sites similar to those activated by hearing subjects retrieving English words. Naming famous persons activated the left temporal pole (TP), whereas naming animals (whether fingerspelled or signed) activated left inferotemporal (IT) cortex. The retrieval of fingerspelled and native signs generally engaged the same cortical regions, but fingerspelled signs in addition activated a premotor region, perhaps due to the increased motor planning and sequencing demanded by fingerspelling. Native signs activated portions of the left supramarginal gyrus (SMG), an area previously implicated in the retrieval of phonological features of ASL signs. Overall, the findings indicate that similar neuroanatomical areas are involved in lexical retrieval for both signs and words.

Adult↗
PubMed1988

Sign language and the brain.

Analysis of the patterns of breakdown of a visuospatial language in deaf signers thus allows new perspectives on the nature and determinants of cerebral specialization for language. First, these data show that hearing and speech are not necessary for the development of hemispheric specialization--sound is not crucial. Second, the data show that in these deaf signers, it is the left hemisphere that is dominant for sign language. The patients with damage to the left hemisphere showed marked sign language deficits but relatively intact capacity for processing nonlanguage visuospatial relations. The patients with damage to the right hemisphere showed much the reverse pattern. Thus, not only is there left hemisphere specialization for language functioning, there is a complementary right hemisphere specialization for visuospatial functioning. The fact that much of the grammatical information is conveyed via spatial manipulation appears not to alter this complementary specialization. Furthermore, the finding that components of sign language (e.g., lexicon and grammar) can be selectively impaired suggests that the functional organization of the brain for sign language may turn out to be modular. Finally, patients with left and right hemisphere damage showed dissociations between two uses of space in the language--one to represent spatial relations and the other to represent syntactic relations. Right hemisphere damage disrupts the former but spares the latter; left hemisphere damage disrupts the use of space for syntactic relations but spares its use for spatial relations. Taken together with studies of the processing of sign language "on line" by neurologically intact deaf signers, these data suggest that the left cerebral hemisphere in humans may have an innate predisposition for language, independent of language modality. Studies of the effects of brain damage on signing make it clear that accounts of hemispheric specialization are oversimplified if stated only in terms of a dichotomy between language and visuospatial functioning. Such studies may also permit us to come closer to the real principles underlying the specializations of the two cerebral hemispheres, since in sign language there is interplay between visuospatial and linguistic relations within the same system.

Aphasia↗
PubMed1997

Enhanced facial discrimination: effects of experience with American sign language.

On-line comprehension of American Sign Language (ASL) requires rapid discrimination of linguistic facial expressions. We hypothesized that ASL signers' experience discriminating linguistic facial expressions might lead to enhanced performance for discriminating among different faces. Five experiments are reported that investigate signers' and non-signers' ability to discriminate human faces photographed under different conditions of orientation and lighting (the Benton Test of Facial Recognition). The results showed that deaf signers performed significantly better than hearing non-signers. Hearing native signers (born to deaf parents) also performed better than hearing nonsigners, suggesting that the enhanced performance of deaf signers is linked to experience with ASL rather than to auditory deprivation. Deaf signers who acquired ASL in early adulthood did not differ from native signers, which suggests that there is no 'critical period' during which signers must be exposed to ASL in order to exhibit enhanced face discrimination abilities. When the faces were inverted, signing and nonsigning groups did not differ in performance. This pattern of results suggests that experience with sign language affects mechanisms specific to face processing and does not produce a general enhancement of visual discrimination. Finally, a similar pattern of results was found with signing and nonsigning children, 6-9 years old. Overall, the results suggest that the brain mechanisms responsible for face processing are somewhat plastic and can be affected by experience. We discuss implications of these results for the relation between language and cognition.

Journal Article↗
PubMed2005

Automatic sign language analysis: a survey and the future beyond lexical meaning.

Research in automatic analysis of sign language has largely focused on recognizing the lexical (or citation) form of sign gestures as they appear in continuous signing, and developing algorithms that scale well to large vocabularies. However, successful recognition of lexical signs is not sufficient for a full understanding of sign language communication. Nonmanual signals and grammatical processes which result in systematic variations in sign appearance are integral aspects of this communication but have received comparatively little attention in the literature. In this survey, we examine data acquisition, feature extraction and classification methods employed for the analysis of sign language gestures. These are discussed with respect to issues such as modeling transitions between signs in continuous signing, modeling inflectional processes, signer independence, and adaptation. We further examine works that attempt to analyze nonmanual signals and discuss issues related to integrating these with (hand) sign gestures. We also discuss the overall progress toward a true test of sign recognition systems--dealing with natural signing by native signers. We suggest some future directions for this research and also point to contributions it can make to other fields of research. Web-based supplemental materials (appendicies) which contain several illustrative examples and videos of signing can be found at www.computer.org/publications/dlib.

Algorithms↗
PubMed2005

Cerebellar activation patterns in deaf participants for perception of sign language and written text.

To address the influence of language presentation on cerebellar activation, hearing volunteers were compared with deaf individuals using functional magnetic resonance imaging during observation of German sign language and text reading. In deaf participants, German sign language revealed activation of the auditory and language-related areas including the medial temporal gyrus (BA 21) and Crus I. In normal hearing participants not understanding German sign language, Crus I was less activated during observation of German sign language but strongly activated during text reading and accompanied by activation of the medial temporal gyrus. Our results indicate that cerebellar activation in Crus I corresponds to language perception as correlated with cortical activation in language-related areas and is not dependent on the mode of language presentation.

Adolescent↗
PubMed2001

Cortical representation of sign language: comparison of deaf signers and hearing non-signers.

Numerous studies have demonstrated activation of the classical left-hemisphere language areas when native signers process sign language. More recently, specific sign language-related processing has been suggested to occur in homologous areas of the right hemisphere as well. We now show that these cortical areas are also activated in hearing non-signers during passive viewing of signs that for them are linguistically meaningless. Neuromagnetic activity was stronger in deaf signers than in hearing non-signers in the region of the right superior temporal sulcus and the left dorsal premotor cortex, probably reflecting familiarity and linguistic meaningfulness of the observed movement sequences. In contrast, the right superior parietal lobule, the mesial parieto-occipital region, and the mesial paracentral lobule were more strongly activated in hearing non-signers, apparently reflecting active visuomotor encoding of complex unfamiliar movement sequences.

Adult↗
PubMed2004

Sign language vocabulary development practices and internet use among educational interpreters.

Sign language interpreters working in schools often face isolation in terms of their sign language vocabulary development opportunities. The purposes of this study were to determine the key demographic characteristics of educational interpreters in British Columbia, to identify the resources they use to learn new vocabulary, and to shed light on their Internet use and access levels, with a view to exploring the viability of this resource as a tool for vocabulary development for interpreters working in educational settings. Key demographics associated with interpreters' access to time and materials in advance of a lesson were job title and graduation from an interpreter training program. Interpreters with job titles that reflected their status as interpreters had more preparatory time each week than interpreters who had job titles focused on their roles as educational assistants. Interpreters overwhelmingly expressed the need for continuing professional development with respect to vocabulary development. In terms of the resources currently used, human resources (colleagues, deaf adults) were used significantly more often than nonhuman (books, videotapes, Internet). The resource use results showed that convenience was more important than quality. Books were used more often than videotapes, CD-ROMs, and the Internet, although the latter three had higher percentages of very satisfied users than did books. The design and content of online vocabulary resources and limited interpreter preparation time were identified as current issues keeping the Internet from reaching its potential as an easily accessible visual resource. Recommendations aimed at enhancing the viability of the Internet as a vocabulary development tool for educational interpreters are discussed.

Adult↗
PubMed2006

The acquisition of spatial constructions in American sign language and English.

Spatial relations in American Sign Language (ASL) are often signed from the perspective of the signer and so involve a shift in perspective and mental rotation. This study examined developing knowledge of language used to refer to the spatial relations front, behind, left, right, towards, away, above, and below by children learning ASL and English. Because ASL is a classifier language in which noun referents are placed into groups, each spatial relation also appeared with person, animal, and vehicle classifiers. Twenty-three children and adults who learned ASL before the age of 5 years and 23 native English-speaking adults and children participated. Both language groups participated in a comprehension task in which they chose which of 2 pictures depicted a signed or spoken relation. Results showed that children learning ASL acquired the constructions for spatial relations that typically involve perspective shifts and mental rotation later than constructions that do not involve these abilities and later than English-speaking children. Children learning ASL did not differ from English-speaking children in learning constructions that did not involve these abilities. Results also suggest that users of ASL initially comprehend spatial relations more accurately with person and animal classifiers than with the classifier for vehicles. The results are relevant to understanding the acquisition of spatial relations in ASL.

Adolescent↗
PubMed2002

Counting in sign language.

Do the visuomanual modality and the structure of the sequence of numbers in sign language have an impact on the development of counting and its use by deaf children? The sequence of number signs in Belgian French Sign Language follows a base-5 rule while the number sequence in oral French follows a base-10 rule. The accuracy and use of sequence number string were investigated in hearing children varying in age from 3 years 4 months to 5 years 8 months and in deaf children varying in age from 4 years to 6 years 2 months. Three tasks were used: abstract counting, object counting, and creation of sets of a given cardinality. Deaf children exhibited age-related lags in their knowledge of the number sequence; they made different errors from those of hearing children, reflecting the rule-bound nature of sign language. Remarkably, their performance in object counting and creating sets of given cardinality was similar to that of hearing children who had a longer sequence number string, indicating a better use of counting than predicted by their knowledge of the linguistic sequence of numbers.

Child↗
PubMed1994

Formal communication disorder. Sign language in deaf people with schizophrenia.

BACKGROUND: This study investigates whether anomalies in the sign language of prelingually deaf schizophrenics can be elicited and described systematically. METHOD: Thirty schizophrenic and seven manic adults were recruited on the basis of a British Sign Language (BSL) version of the Present State Examination. Thirty-seven controls were matched for sex, age and ethnicity. Each participant became deaf before the age of two, and uses BSL as the primary means of communication. RESULTS: Analysis reveals: (a) anomalies which are similar to those occurring in the spoken language of hearing schizophrenics; and (b) another series which is closely related to the life experience of deaf subjects and to the visuo-spatial medium itself. CONCLUSIONS: There is evidence that formal communication disorder does occur in sign language. This has implications for more efficient diagnosis and management of deaf persons presenting to psychiatric services, as well as for the mechanisms of schizophrenic symptomatology itself.

Bipolar Disorder↗
PubMed2005

Sign language recognition and translation: a multidisciplined approach from the field of artificial intelligence.

In recent years, research has progressed steadily in regard to the use of computers to recognize and render sign language. This paper reviews significant projects in the field beginning with finger-spelling hands such as "Ralph" (robotics), CyberGloves (virtual reality sensors to capture isolated and continuous signs), camera-based projects such as the CopyCat interactive American Sign Language game (computer vision), and sign recognition software (Hidden Markov Modeling and neural network systems). Avatars such as "Tessa" (Text and Sign Support Assistant; three-dimensional imaging) and spoken language to sign language translation systems such as Poland's project entitled "THETOS" (Text into Sign Language Automatic Translator, which operates in Polish; natural language processing) are addressed. The application of this research to education is also explored. The "ICICLE" (Interactive Computer Identification and Correction of Language Errors) project, for example, uses intelligent computer-aided instruction to build a tutorial system for deaf or hard-of-hearing children that analyzes their English writing and makes tailored lessons and recommendations. Finally, the article considers synthesized sign, which is being added to educational material and has the potential to be developed by students themselves.

Artificial Intelligence↗
PubMed1999

Sign-language interpretation in psychotherapy with deaf patients.

Sporadic encounters with deaf patients seeking psychotherapy present a challenge to general clinicians outside of specialized services for the deaf. Skills for working with people who do not share one's own language mode and culture are not routinely taught in most training programs, so clinicians may be unprepared when they first encounter a deaf patient. While it would be ideal to be able to match deaf patients with therapists fluent in their preferred language mode, this is often not feasible in smaller centers. Working with a trained professional sign-language interpreter can be a productive alternative, as long as patient, therapist, and interpreter understand and are comfortable with the process. Peer-reviewed literature on sign language interpretation in psychotherapy is sparse, but some practical guidelines can be gleaned from it and supplemented by information provided by the deaf community through the Internet. This paper arose from one psychiatric resident's first experience of psychotherapy working with a sign-language interpreter, and summarizes the literature search that resulted from a quest for understanding of deaf culture and experience, of the unique characteristics of sign language, and of the effects on the therapeutic relationship of the presence of the interpreter.

Adult↗
PubMed2001

Application of demand-control theory to sign language interpreting: implications for stress and interpreter training.

The translation work of sign language interpreters involves much more than language. The characteristics and goings-on in the physical environment, the dynamics and interactions between the people who are present, and even the "inner noise" of the interpreter contribute to the accuracy, or lack thereof, of the resulting translation. The competent interpreter must understand and respond appropriately to the language and nonlanguage aspects of each interpreting assignment. We use the framework of demand-control theory (Karasek, 1979) to examine the complex occupation of sign language interpreting. Demand-control theory is a job analysis method useful in studies of occupational stress and reduction of stress-related illness, injury, and burnout. We describe sources of demand in the interpreting profession, including demands that arise from factors other than those associated with languages (linguistic demands). These include environmental, interpersonal, and intrapersonal demands. Karasek's concept of control, or decision latitude, is also explored in relation to the interpreting profession. We discuss the prevalence of cumulative trauma disorders (CTD), turnover, and burnout in the interpreting profession in light of demand-control theory and data from interpreter surveys, including a new survey study described herein. We conclude that nonlinguistic demand factors in particular and perceived restrictions in decision latitude likely contribute to stress, CTD, burnout, and the resulting shortage of sign language interpreters. We make suggestions for improvements in interpreter education and professional development, including the institution of an advanced, supervised professional training period, modeled after internships common in other high demand professional occupations.

Journal Article↗
PubMed1998

Hemispheric organization of local- and global-level visuospatial processes in deaf signers and its relation to sign language aphasia.

Previous work has shown that deficits in the production and perception of signed language are linked to left hemisphere damage but not right hemisphere damage in deaf lifelong signers, whereas severe deficits in nonlinguistic visuospatial abilities are more frequent following right hemisphere damage than left hemisphere damage in this population. In the present study we investigated the extent to which sign language deficits in deaf individuals can be dissociated from more subtle visuospatial deficits commonly associated with left hemisphere damage in the hearing/speaking population. A group of left- or right-lesioned deaf signers were asked to reproduce (1) two line drawings (a house and an elephant) and (2) four hierarchical figures. Drawings were scored separately for the presence of local vs global features. Consistent with data from hearing patients, left hemisphere-damaged deaf subjects were significantly better at reproducing global-level features, whereas right hemisphere-damaged deaf subjects were significantly better at reproducing local-level features. This effect held for both types of stimuli. Local-level performance in the LHD group did not correlate with performance on sign language tasks, suggesting that language deficits in LHD deaf signers are in fact linguistic specific.

Aged↗