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Results for “Sign Language”

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At least 973 records · Page 54Linked to original sources
PubMed1977

Simultaneous communication with autistic and other severely dysfunctional nonverbal children.

Despite its widespread application, the teaching of speech does not appear to be effective with all autistic and other severely dysfunctional, nonverbal children. A body of recent evidence points to the peculiarities in the information processing of these children and to the importance of gestures as aids or alternatives to speech. The present study reports on the use of simultaneous communication (gestures plus speech) with five such children. The fact that four of the five children showed marked gains in their ability to communicate over a 5-week period raises some theoretical and methodological issues pertinent to the treatment of autistic and autistic-like children and to our general understanding of the processes involved in nonverbal communication.

Autistic Disorder↗
PubMed1979

Treatment of dysarthria: a case report.

There is little information available to the speech clinician on management of dysarthria. This article presents the rationale, procedural outline, and results of an approach to communication training for one dysarthic subject in view of suggestions made by Darley et al. (1975).

Adult↗
PubMed1985

Deaf children's revision behaviors in conversations.

This study was designed to investigate school-age deaf children's responses to a listener's indication of communication breakdown and to determine if the deaf children's responses were related to their syntactic or semantic abilities and/or typical mode of communication. Subjects were 14 deaf children between the ages of 5 yr, 10 mo and 8 yr, 11 mo. Approximately once every 3 min during a 60-min conversation, the experimenter said, and simultaneously signed, "What?" The child's responses to the "What?" probe were classified as Revision, Repetition, and No Response. Revisions were categorized into eight subcategories involving changes in sentence constituents and supraconstituents. Revisions were the most frequent responses when communication broke down. Most of the children's revisions involved changes in sentence constituents. The frequency of revisions, repetitions, and no responses was related to the children's level of syntactic production.

Child↗
PubMed1986

The relative effects of three expressive methods upon the speech intelligibility of profoundly deaf speakers.

Two studies, conducted over a nine month interval, were designed to evaluate the relative effects of three expressive methods (speech alone, speech and signs, and speech with cues) upon speech intelligibility. Five profoundly deaf adults, who were receiving continuous speech training, were recorded reading lists of individual words under all three expressive modes. Listeners were required to identify through a multiple choice format the target stimuli from auditory presentations only. Study I results indicated that speech with cues produced the highest level of intelligibility, while speech and signs produced the lowest level. Study II, with an expanded set of word stimuli, found that speech alone produced a 65% rate of correct identification by listeners; speech and signs again produced the lowest rate of correct identifications. Implications for the assessment and understanding of speech intelligibility are considered.

Adult↗
PubMed1987

Sign iconicity: single-sign receptive vocabulary skills of nonsigning hearing preschoolers.

This study examined hearing preschoolers' ability to use iconic cues to comprehend signs. Twelve nonsigning 3-year-old hearing children served as subjects. Scores obtained from oral presentations of the Peabody Picture Vocabulary Test--Revised (PPVT-R) were compared with the scores obtained from the manual (signed) presentations of the PPVT-R. Results suggest that even in a limited choice context, the resemblance of signs to their referents does not enable hearing children to decipher the meaning of most of the presented signs. Discussion focuses on the relevance of these findings to the selection and use of adapted assessment instruments with young hearing-impaired children.

Association Learning↗
PubMed1990

Acquisition and generalization of simple manual sign grammars by aphasic subjects.

The present study investigated the acquisition and generalization of manual sign combinations in four moderately to severely aphasic subjects. Two experiments were conducted: In the first, matrices were employed to train agent-action-object and action-object combinations and monitor generalization. In the second experiment, subjects were trained to combine a different set of single signs into sign combinations (agent-action-object, action-object) that could be used to describe two pictures while generalization was monitored in a third. Results of experiment 1 demonstrated that the two least severely aphasic subjects were able to acquire and generalize all of the sign combinations presented in the training matrices. In the second experiment, although the subjects rapidly acquired single signs and combinations, additional training was required for the subjects to produce the sign combinations to describe the two pictures and no generalization was noted in the third untrained picture. It is concluded that success in manual sign training programs is related to severity of aphasia; that aphasic subjects' propositional use of manual signs rarely follows simple acquisition; and that generalization to untrained stimuli or environments does not occur without additional training.

Aged↗
PubMed1984

Memory and rehearsal characteristics of profoundly deaf children.

This study examined whether a deficiency in spontaneous strategy use accounts for deaf children's verbal short-term memory performance. Various colors were presented for 3 s each, followed by a 15-s recall delay. The delay was either unfilled, or subjects were induced to rehearse or were prevented from rehearsing. Sixty-four deaf students from oral and total communication settings, 5 to 15 years of age, were tested. The spontaneous rehearsal of both deaf samples seemed to emerge later than the hearing sample's, and it was both inefficiently implemented and less effective in mediating recall than hearing children's. However, when rehearsal was prevented or was induced in all samples, the deaf recalled as well as, or better than, the hearing. Implications discussed include the need to compare both spontaneous and controlled strategy use in developmental memory studies, and the need to provide additional training for deaf children in the strategies of remembering, as opposed to the content material.

Adolescent↗
PubMed1983

A comparison of deaf, normal, and brain damaged adults on a tachistoscopic task.

Printed words and letters, pictures of signed words, and pictures of finger-spelled letters were presented tachistoscopically to deaf, normal, and brain-damaged adults. The findings suggest that (1) the deaf show no cerebral asymmetry for any of the material but found identification of the stimuli very difficult unless a forced-choice recognition procedure was used or the exposure time was very long; (2) both the normal and the brain-damaged groups show left hemisphere superiority for printed material but no cerebral specialization for signed material; (3) the left-right hemisphere difference is more marked in the brain-damaged group regardless of which hemisphere showed most damage. This may be explained, at least in some cases, by impaired transfer across the corpus callosum.

Adolescent↗
PubMed1986

Amer-Ind versus ASL: recognition and imitation in aphasic subjects.

The imitation and recognition ability of brain-damaged and normal subjects was tested for 30 pairs of semantically matched ASL signs and corresponding Amer-Ind gestures. Subjects were rated according to severity and site of lesion. They were 6 nonaphasic, right-hemisphere brain-damaged subjects, 12 aphasic subjects, and 12 non-brain-damaged geriatric subjects. Results indicated that the Amer-Ind gestures were significantly easier to imitate and to recognize than the matched ALS signs. The relationships between these gestural abilities and severity of aphasia, site of lesion, Amer-Ind transparency ratings, and subjects' performance on a standardized aphasia test are outlined. The theoretical implications that concern the neural systems which mediate spoken and limb gestures are discussed.

Aged↗
PubMed1987

The relationship of the acquisition of manual signs to severity of aphasia: a training study.

To investigate the relationship between success in the acquisition of signs and the degree of severity of aphasic impairment 12 chronic severely aphasic subjects participated in a training program for the acquisition of a vocabulary of manual signs. The results demonstrate a clear and significant relationship between severity of aphasia and success in the acquisition and generalization of manual signs. The results also indicate that there may be a threshold of severity of aphasia below which acquisition is negligible. Discussion is presented relative to the theoretical, clinical, and methodological implications of these findings.

Aphasia↗
PubMed1988

Computergraphic modeling and analysis II: three-dimensional reconstruction and interactive analysis.

The analysis of human motion can be advanced by analyzing motion not only numerically, but also graphically. A new system is presented for the computergraphic analysis of human motion in three-dimensional space. The system allows the three-dimensional reconstruction, visualization, manipulation, and graphic editing of digitized movement trajectories. An entire sequence of the positions of the arm in three-dimensional space can be displayed simultaneously, or the actual motion can be recreated in real time. Along with the reconstruction of the spatial path, the temporal characteristics of the movement can be concurrently displayed. Graphic procedures for interactively examining couplings between spatial and temporal aspects of trajectories were developed. Finally, based on digitized trajectories, stimuli can be generated and sequenced in real time for studies of the perception of motion. In conjunction with new methods of three-dimensional movement tracking, the computergraphic methods presented here offer new approaches to the analysis of human movement and its underlying neural control.

Computer Graphics↗
PubMed1983

Development of intraverbal behavior in mentally retarded individuals through transfer of stimulus control procedures: classification of verbal responses.

Intraverbal behavior, in which an antecedent verbal stimulus is followed by a verbal response that lacks point-to-point correspondence with that stimulus, is often lacking in mentally retarded individuals. The present studies examine the use of transfer of stimulus control procedures for developing one type of intraverbal responding (classification of verbal responses) in mentally retarded participants who employed manual signs as their primary mode of verbal communication. In Experiment 1, a delayed prompting procedure was used to transfer control from nonverbal stimuli (pictures) to verbal stimuli (signs). This procedure was modified so that transfer of stimulus control was effected without errors in Experiment 2. In Experiment 3, a delayed prompting procedure was employed to train intraverbal behavior that involved a conditional discrimination. In all cases, transfer of stimulus control procedures produced rapid and enduring improvement in participants' intraverbal responding.

Adolescent↗