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1.
Recent research into signed languages indicates that signs may share some properties with gesture, especially in the use of space in classifier constructions. A prediction of this proposal is that there will be similarities in the representation of motion events by sign-naive gesturers and by native signers of unrelated signed languages. This prediction is tested for deaf native signers of Australian Sign Language (Auslan), deaf signers of Taiwan Sign Language (TSL), and hearing nonsigners using the Verbs of Motion Production task from the Test Battery for American Sign Language (ASL) Morphology and Syntax. Results indicate that differences between the responses of nonsigners, Auslan signers, and TSL signers and the expected ASL responses are greatest with handshape units; movement and location units appear to be very similar. Although not definitive, these data are consistent with the claim that classifier constructions are blends of linguistic and gestural elements. 相似文献
2.
Signed languages continue to be a key element of deaf education programs that incorporate a bilingual approach to teaching and learning. In order to monitor the success of bilingual deaf education programs, and in particular to monitor the progress of children acquiring signed language, it is essential to develop an assessment tool of signed language skills. Although researchers have developed some checklists and experimental tests related to American Sign Language (ASL) assessment, at this time a standardized measure of ASL does not exist. There have been tests developed in other signed languages, for example, British Sign Language, that can serve as models in this area. The purpose of this study was to adapt the Assessing British Sign Language Development: Receptive Skills Test for use in ASL in order to begin the process of developing a standardized measure of ASL skills. The results suggest that collaboration between researchers in different signed languages can provide a valuable contribution toward filling the gap in the area of signed language assessment. 相似文献
3.
The study attempted to identify characteristics of individual differences in sign language abilities among deaf children. Connections between sign language skills and rapid serial naming, hand motor skills, and early fluency were investigated. The sample consisted of 85 Finnish deaf children. Their first language was sign language. Simple correlations and multiple linear-regression analysis demonstrated the effect of early language development and serial hand movements on sign language abilities. Other significant factors were serial fingertapping and serial naming. Heterogeneity in poor sign language users was noted. Although identifying learning disorders in deaf children is complicated, developmental difficulties can be discovered by appropriate measurements. The study confirmed the results of earlier research demonstrating that the features of deaf and hearing children's learning resemble each other. Disorders in signed and spoken languages may have similar bases despite their different modalities. 相似文献
4.
It is unclear how children develop the ability to learn words incidentally (i.e., without direct instruction or numerous exposures). This investigation examined the early achievement of this skill by longitudinally tracking the expressive vocabulary and incidental word-learning capacities of a hearing child of Deaf adults who was natively learning American Sign Language (ASL) and spoken English. Despite receiving only 20% of language input in spoken English, the child's expressive vocabularies at 16 and 20 months of age, in each language, were similar to those of monolingual age-matched peers. At 16 months of age, the child showed signs of greater proficiency in the incidental learning of novel ASL signs than she did for spoken English words. At 20 months of age, the child was skilled at incidental word learning in both languages. These results support the methodology as it applies to examining theoretical models of incidental word learning. They also suggest that bilingual children can achieve typical vocabulary levels (even with minimal input in one of the languages) and that the development of incidental word learning follows a similar trajectory in ASL and spoken English. 相似文献
5.
This article studies teams of service providers in education and psychiatric services, in which a substantial number of both deaf and hearing people work together as colleagues. It focuses specifically on the challenges involved in cooperatively creating a signing work environment. Using a methodology that draws on the principles of ethnography, it identifies and explores the meaning constructions associated with signing at work, from deaf and hearing perspectives. Data were collected through interviews in three organizations all in the United Kingdom: two specialist psychiatric units for deaf adults and a school for deaf children. Forty-one informants participated (20 deaf, 21 hearing). Results show that from a deaf perspective, hearing people's use of sign language in their presence at work is closely associated with demonstrating personal respect, value, and confidence, and hearing colleagues' willingness to sign is more significant than their fluency. From a hearing perspective, results demonstrate that sign language use at work is closely associated with change, pressure, and the questioning of professional competence. The challenges involved in improving deaf/hearing relations are perceived from a deaf perspective as largely person-centered, and from a hearing perspective as primarily language-centered. The significance of organizational factors such as imbalances in power and status between deaf and hearing colleagues is explored in relation to the findings. 相似文献
6.
Tzipi Horowitz-Kraus Nicole Cicchino Merav Amiel Scott K. Holland Zvia Breznitz 《Annals of dyslexia》2014,64(3):183-201
A reading acceleration program known to improve reading fluency in Hebrew-speaking adults was tested for its effect on children. Eighty-nine Hebrew- and English-speaking children with reading difficulties were divided into a waiting list group and two training groups (Hebrew and English) and underwent 4 weeks of reading acceleration training. Results of pre- and post-testing of reading abilities point to a significant main effect of the test, demonstrating improvements in silent contextual reading speed, reading comprehension, and speed of processing in both Hebrew and English training groups as compared to their performance before the intervention. This study indicates that the Reading Acceleration Program might be an effective program for improving reading abilities in children, independent of language. 相似文献
7.
Modality of language shapes working memory: evidence from digit span and spatial span in ASL signers
Deaf children who are native users of American Sign Language (ASL) and hearing children who are native English speakers performed three working memory tasks. Results indicate that language modality shapes the architecture of working memory. Digit span with forward and backward report, performed by each group in their native language, suggests that the language rehearsal mechanisms for spoken language and for sign language differ in their processing constraints. Unlike hearing children, deaf children who are native signers of ASL were as good at backward recall of digits as at forward recall, suggesting that serial order information for ASL is stored in a form that does not have a preferred directionality. Data from a group of deaf children who were not native signers of ASL rule out explanations in terms of a floor effect or a nonlinguistic visual strategy. Further, deaf children who were native signers outperformed hearing children on a nonlinguistic spatial memory task, suggesting that language expertise in a particular modality exerts an influence on nonlinguistic working memory within that modality. Thus, language modality has consequences for the structure of working memory, both within and outside the linguistic domain. 相似文献
8.
There are at least two languages (American Sign Language [ASL], English) and three modalities (sign, speech, print) in most deaf individuals' lives. Mixing of ASL and English in utterances of deaf adults has been described in various ways (pidgins, diglossia, language contact, bilingualism), but children's mixing usually is treated as the 'fault' of poor input language. Alternatively, how might language mixing serve their communication goals? This article describes code variations and adaptations to particular situations. Deaf children were seen to exhibit a wide variety of linguistic structures mixing ASL, English, Spanish, signing, and speaking. Formal lessons supported a recoding of English print as sign and speech, but the children who communicated English speech were the two who could hear speech. The children who communicated ASL were those who had deaf parents communicating ASL or who identified with deaf houseparents communicating ASL. Most language produced by the teacher and children in this study was mixed in code and mode. While some mixing was related to acquisition and proficiency, mixing, a strategy of many deaf individuals, uniquely adapts linguistic resources to communication needs. Investigating deaf children's language by comparing it to standard English or ASL overlooks the rich strategies of mixing that are central to their communication experience. 相似文献
9.
Spoken language consists of a complex, sequentially arrayed signal that contains patterns that can be described in terms of statistical relations among language units. Previous research has suggested that a domain-general ability to learn structured sequential patterns may underlie language acquisition. To test this prediction, we examined the extent to which implicit sequence learning of probabilistically structured patterns in hearing adults is correlated with a spoken sentence perception task under degraded listening conditions. Performance on the sentence perception task was found to be correlated with implicit sequence learning, but only when the sequences were composed of stimuli that were easy to encode verbally. Implicit learning of phonological sequences thus appears to underlie spoken language processing and may indicate a hitherto unexplored cognitive factor that may account for the enormous variability in language outcomes in deaf children with cochlear implants. The present findings highlight the importance of investigating individual differences in specific cognitive abilities as a way to understand and explain language in deaf learners and, in particular, variability in language outcomes following cochlear implantation. 相似文献
10.
The purpose of this study was to evaluate whether the cross-language relations between the phonological awareness (PA) skills of preschool children learning more than one language are dependent upon their first- and second-language oral language skills. Four hundred sixty-six Spanish-speaking language minority children participated in this study. Results indicated that the relation between children’s first- and second-language PA skills varied as a function of their first- and second-language oral language skills. This effect was language specific such that only oral language skills in the same language as the PA outcome moderated the relations between children’s first- and second-language PA skills. This study helps extend findings from prior research on the cross-language transfer of PA. 相似文献
11.
张文 《四川教育学院学报》2009,25(1):33-36
心理旋转是人在头脑中想象和操作物体作视觉空间转换的过程。Shepard和Metzler从1971年开始对心理旋转的研究,此后有许多认知心理学家对心理旋转进行了大量的实验和验证。心理旋转的实验多以成人为被试,对它的发展性研究相对较少。当前大多数研究证实了在儿童4岁时操纵简单刺激物时就有了心理旋转能力;在心理旋转的准确性和匹配速度方面,中青年阶段都要优于儿童和老年人;在完成任务的速度上,儿童又优于老年人。心理旋转对早期儿童教育和中学教育都很重要,因此我们应在游戏和日常生活中培养儿童的空间知觉能力,根据儿童青少年的个体差异设置课程,改革中小学几何教学以提高儿童青少年的空间智能。 相似文献
12.
Theory-of-mind (ToM) abilities were studied in 176 deaf children aged 3 years 11 months to 8 years 3 months who use either American Sign Language (ASL) or oral English, with hearing parents or deaf parents. A battery of tasks tapping understanding of false belief and knowledge state and language skills, ASL or English, was given to each child. There was a significant delay on ToM tasks in deaf children of hearing parents, who typically demonstrate language delays, regardless of whether they used spoken English or ASL. In contrast, deaf children from deaf families performed identically to same-aged hearing controls (N=42). Both vocabulary and understanding syntactic complements were significant independent predictors of success on verbal and low-verbal ToM tasks. 相似文献
13.
The authors present a perspective on emerging bilingual deaf students who are exposed to, learning, and developing two languages--American Sign Language (ASL) and English (spoken English, manually coded English, and English reading and writing). The authors suggest that though deaf children may lack proficiency or fluency in either language during early language-learning development, they still engage in codeswitching activities, in which they go back and forth between signing and English to communicate. The authors then provide a second meaning of codeswitching--as a purpose-driven instructional technique in which the teacher strategically changes from ASL to English print for purposes of vocabulary and reading comprehension. The results of four studies are examined that suggest that certain codeswitching strategies support English vocabulary learning and reading comprehension. These instructional strategies are couched in a five-pronged approach to furthering the development of bilingual education for deaf students. 相似文献
14.
Bobbie Jo Kite 《Psychology in the schools》2020,57(3):402-417
This article explores the journey of eight hearing families of bimodal-bilingual deaf children as they navigate the decision-making process reflecting their beliefs and values about American Sign Language (ASL) and English through their family language policy framework. The resources offered to families with deaf children often reflect a medical view, rather than a cultural perspective of being deaf. Because medical professionals, educators, and specialists who work with deaf and hard-of-hearing children have a strong influence on family members’ opinions, beliefs, and attitudes about being deaf, it is even more crucial to correct misconceptions about ASL and empower families to develop a family language policy that is inclusive of their deaf and hard-of-hearing children. This article informs researchers, teachers, and other professionals about the potential benefits and challenges of supporting the families’ ASL and English language planning policy. 相似文献
15.
Liane Kaufmann Margarete Delazer Renate Pohl Carlo Semenza Ann Dowker 《Educational Research and Evaluation》2013,19(5):405-431
The present study compared the relative effects of 2 educational programs on kindergarten children. The experimental group took part in a numeracy-specific program, which focused on conceptual knowledge. Children were taught basic numerical skills such as understanding and handling numbers and their relations as well as counting principles. The control group participated in a more general program which involved training in procedural skills. Results revealed significant learning effects in the children who participated in the numeracy program particularly for counting sequences and mental calculation. Since neither group was explicitly trained in mental calculation, our findings suggest that a learning transfer took place in the experimental group. 相似文献
16.
José Antonio González-Calero Ramón Cózar Rafael Villena José Miguel Merino 《British journal of educational technology : journal of the Council for Educational Technology》2019,50(6):3198-3213
The research literature on the topic of “spatial ability” reveals that it has a major influence on achievement in the fields of science, technology, engineering and mathematics. Additionally, previous studies indicate the existence of a gender gap in spatial ability in favour of males. Mental rotation, one subskill of spatial ability, is an area in which gender differences are greater. At the same time, educational robotics is seen as one of the more promising technologies in educational contexts for the future. We conducted a quasi-experimental study with 142 seven- and eight-year-old students aimed at analysing whether robotics-based instruction may produce greater learning gains on mental rotation abilities compared to traditional instruction. The intervention was developed in the context of map-reading tasks, which are part of the curricular content in Mathematics and Social Sciences at this age. The results showed that for males, the robotics-based instruction promoted a significantly greater improvement in students’ mental rotation abilities compared to the control group. By contrast, no significant differences were observed for females. Although this study provides empirical evidence of the potential of robotics-based instruction, future studies need to deeply analyse the existence of gender differences in the learning gains obtained through educational robotics. 相似文献
17.
Early competencies in reading, mathematics, and science are associated with later school achievement and adulthood socioeconomic status. This cross-sectional study examined how fundamental domain-general capacities, including language, spatial, and self-regulatory skills, together relate to competencies in reading, mathematics, and science in young Chinese children. A total of 584 Chinese children aged approximately six years were tested individually on their language (receptive vocabulary), spatial (spatial perception, spatial visualization, and mental rotation), and self-regulation (behavioral regulation and working memory) skills, as well as their academic competencies in reading, mathematics, and science. The results showed that vocabulary, spatial, and self-regulatory skills were all associated with Chinese reading, mathematics, and life sciences, whereas only vocabulary was related to earth and physical sciences. The relation between vocabulary and formal mathematics and that between mental rotation and life sciences were found to be stronger in boys than in girls. The findings suggest that foundational domain-general skills may provide the building blocks for children’s academic competencies. 相似文献
18.
Sarah N. Harper Janette Pelletier 《International Journal of Early Years Education》2010,18(2):123-141
This study evaluated parents’ communication, involvement and knowledge of their children’s abilities in reading and mathematics among parents who spoke English as a first language (EL1) and those who were English language learners (ELL). Forty‐two kindergarten‐aged children, their parents and their teachers participated in the study. Results indicated that EL1 parents communicated more frequently with the teacher than ELL parents. However, there were no language group differences in parents’ involvement in their children’s education (as rated by the teacher). For both groups of parents (EL1 and ELL), parents’ ratings of their children’s abilities in reading did not predict children’s reading scores. However, parents’ ratings of their children’s abilities in mathematics did predict their children’s mathematics scores. Further analyses indicated that this relationship was not mediated by parents’ communication or involvement. It is concluded that parents’ accurate knowledge of their children’s abilities in mathematics may be the result of their involvement at home and particularly for ELL parents, their greater understanding of and emphasis on mathematics learning. 相似文献
19.
Adopting a bimodal bilingual language acquisition model, this qualitative case study is the first in Germany to investigate the spoken and sign language development of hearing children of deaf adults (codas). The spoken language competence of six codas within the age range of 3;10 to 6;4 is assessed by a series of standardised tests (SETK 3-5, TROG-D, PDSS). Additionally, a language assessment tool designed specifically for hearing bilingual children named HAVAS 5 is employed to measure both the children’s spoken and sign language abilities. A heterogeneous picture emerges: all codas show abilities equal to those of monomodal monolingual children in their age range with regard to German sentence structure and verb inflection and an extensive receptive vocabulary, but deviations from the age norm are observed for the production of verbs and prepositions. Furthermore, three codas show below average T-values in some grammatical subtests. Overall, the findings suggest that at least some codas may acquire both of their languages (i.e. spoken and signed German) simultaneously. However, our study also indicates that the spoken language development of some codas as well as the acquisition context of this minority group strongly resembles a form of successive language acquisition that is known from children who acquire German as an early second language in a migration background. 相似文献
20.
B Luetke-Stahlman 《American annals of the deaf》1990,135(1):7-8
Signing Exact English or SEE-2, is one of several invented sign systems currently being used with hearing-impaired children in the United States. The system parallels the morphology of written English and differs from American Sign Language both in terms of the configuration of many of the lexical signs and in grammatical word order. The current study investigated whether students accustomed to an invented sign system could comprehend ASL signed by deaf adults. One group of subjects was exposed to SEE-2 in their day school classrooms. The other group attended residential programs and was exposed to Signed English, PSE and ASL. Both groups observed three videotaped short stories and answered questions following each. Both groups answered approximately 25 percent of the written comprehension questions correctly; their mean scores did not differ significantly. Results of the study suggest that students exposed to SEE-2 and lacking experiences with deaf adults were able to comprehend ASL as well as their peers who attended residential schools. 相似文献