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Two decades of language research with great apes.
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An analysis of the comprehensibility of three communication methods used with hearing impaired students.
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Using sign language with tracheotomized infants and children.
Children's ability to communicate with others is important for cognitive development. However, the number of infants and young children deprived of vocalization (aphonia) is increasing in the pediatric patient population due to tracheotomy. The Communication Program for Infants and Parents (CPIP) uses sign language as an alternative system to verbal communication.
Reading achievement of prelingually deaf students and its relationship to parental method of communication: a review of the literature.
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Teacher characteristics and the degree to which teachers incorporate features of English in their sign communication with hearing impaired students.
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Communication for the handicapped: the hands say it all.
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Acquisition of spoken and signed English by hearing-impaired children of hearing-impaired or hearing parents.
This study examines the degree to which hearing-impaired children of hearing-impaired parents (HIP) demonstrate an advantage in their acquisition of signed and spoken English over hearing-impaired children of hearing parents (HP). A subset from the normative sample of the Grammatical Analysis of Elicited Language, 50 HIP children and 50 HP children, were matched in terms of their educational program, hearing level, and age. Results indicate that both groups had comparably poor expressive English language ability at 5 and 6 years of age. However, at age 7 and 8 HIP children demonstrated a significant linguistic advantage in both their spoken and signed English over HP children. Because the production of English by HIP children closely resembled that of orally educated hearing-impaired children of hearing parents, consistent language stimulation throughout the child's early years may be a critical factor in the development of English, regardless of the language or mode of expression.
Signs and symbols: the 1982 survey of use.
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Linguistic flexibility in signed and written language productions of deaf children.
Linguistic flexibility of deaf and hearing children was compared by examining the relative frequencies of their nonliteral constructions in stories written and signed (by the deaf) or written and spoken (by the hearing). Seven types of nonliteral constructions were considered: novel figurative language, frozen figurative language, gestures, pantomime, linguistic modifications, linguistic inventions, and lexical substitutions. Among the hearing 8- to 15-year-olds, oral and written stories contained comparable numbers of nonliteral constructions. Among their age-matched deaf peers, however, nonliteral constructions were significantly stories contained comparable numbers of nonliteral constructions. Among their age-matched deaf peers, however, nonliteral constructions were significantly more common in signed than written stories. Overall, hearing students used more nonliteral constructions in their written stories than did their deaf peers (who used very few), whereas deaf students used more nonliteral constructions in their signed stories than their hearing peers did in their spoken stories. The results suggest that deaf children are linguistically and cognitively more competent than is generally assumed on the basis of evaluations in English. Although inferior to hearing age-mates in written expression, they are comparable to, and in some ways better than those peers when evaluated using their primary mode of communication.
Augmentative communication systems taught to cerebral-palsied children--a longitudinal study. II. Pragmatic features of sign and symbol use.
Pragmatic analysis of the sign and symbol utterances produced by 40 language-impaired, cerebral-palsied children in semi-structured conversational settings revealed severe restrictions in the range of communicative functions that were used. The children were able to communicate certain conversational acts effectively, but over 80% of all utterances expressed just four communicative functions. There were also some significant gaps, with certain functions not being used at all. The children's progress was followed up at 6-month intervals over a period of 1 1/2 years. Few changes were found in the range and relative frequencies of communicative functions expressed over time. There were few significant differences between the symbol and sign users on these measures, which suggests that overall neither augmentative mode facilitated greater communicative use than the other.
Communication variables associated with hearing-impaired/vision-impaired persons--a pilot study.
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Deaf patients' access to care depends on staff communication.
To ensure equal access to care for deaf patients, hospitals must make certain that their staff members can communicate effectively with these patients. To do so, common misconceptions about deaf people and about how they communicate must be corrected, and resources and techniques for staff members to use in communicating with deaf patients must be identified and learned.
The invariance of sentence performance structures across language modality.
Native users of American Sign Language were asked to manipulate sentences in four different ways: sign them at slow rate, parse them, make relatedness judgments of pairs of signs taken from each sentence, and recall the sentences. The data obtained from these four tasks (pause durations, parsing values, indices of relatedness and probe latencies) were used to construct hierarchical performance structures for each of the sentences. The resulting structures were highly similar across tasks; that is, performance structures are not task specific. The four measures at each sign boundary in each sentence were well predicted by a performance model, elaborated by Grosjean, Grosjean, and Lane for speech, that combines a parsing measure with a symmetry measure. Thus performance structures appear to be founded in the processing of language, be it visual or oral, and not in the properties of any particular communication modality.
[Changes in interpersonal communication in pre- and perilingually deafened children after cochlear implantation].
People with deep prelingual deafness cannot fluently use oral language as a basic mode of communication. Hearing impaired subjects elaborated their own mode of communication. Cochlear implants as a surgical mode of deafness treatment may create a new chance for prelingually deaf children to develop vocal speech. The aim of this study was to assess changes in interpersonal mode of communication in pre- and perilingually deaf children after cochlear implantation. It was observed, that cochlear implantation stimulates development of oral language. The possibility of hearing perception of oral language it is a chance for a child for fully participation in life of hearing societies.
[The child with hearing deficiency. Medical, educational, sociological and psychological aspects].
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Selective involvement of the auditory-verbal modality in an acquired communication disorder: benefit from sign language therapy.
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Bandwidth requirements for video transmission of american sign language and finger spelling.
Although current video communication schemes use a bandwidth on the order of 1 megahertz, the bandwidth required for video communication of American Sign Language by a simple raster scan is only approximately 20 kilohertz.