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1.
Signposts to development: theory of mind in deaf children 总被引：5，自引：0，他引：5
Possession of a "theory of mind" (ToM)--as demonstrated by an understanding of the false beliefs of others--is fundamental in children's cognitive development. A key question for debate concerns the effect of language input on ToM. In this respect, comparisons of deaf native-signing children who are raised by deaf signing parents with deaf late-signing children who are raised by hearing parents provide a critical test. This article reports on two studies (N = 100 and N = 39) using "thought picture" measures of ToM that minimize verbal task-performance requirements. These studies demonstrated that even when factors such as syntax ability, mental age in spatial ability, and executive functioning were considered, deaf late signers still showed deficits in ToM understanding relative to deaf native signers or hearing controls. Even though the native signers were significantly younger than a sample of late signers matched for spatial mental age and scores on a test of receptive sign language ability, native signers outperformed late signers on pictorial ToM tasks. The results are discussed in terms of access to conversation and extralinguistic influences on development such as the presence of sibling relationships, and suggest that the expression of a ToM is the end result of social understanding mediated by early conversational experience. 相似文献
2.
Written texts produced by 10 Italian deaf native signers in four different writing tasks were analyzed. Data analysis focused on linguistic and orthographic nonstandard forms. The written production of deaf subjects with deaf parents (DD) was compared to the written production in two control groups: a group of 10 hearing subjects with deaf parents (HD) and a group of 10 subjects who have had no contact with deaf people or sign language (HH). The results duplicate findings from previous studies. Deaf subjects display a pattern of selective difficulty with Italian grammatical morphology, especially with free-standing function words. The four different writing tasks used in the present study yield results indicating that text type does influence our assessment of deaf writing abilities. A comparison of the texts written by deaf native signers with those of two hearing groups confirms the view that difficulties in the acquisition of written Italian are best explained by deafness itself, not by the influence of a previously acquired Sign Language, and that the specific difficulties with grammatical morphology displayed by our deaf subjects cannot be attributed solely to their limited experience with written Italian. 相似文献
3.
Galvan D 《American annals of the deaf》1999,144(4):320-324
Newport (1988) has noted differences in how American Sign Language (ASL) is used by the following three groups of deaf adults: those with deaf parents (native signers); those, with hearing parents, who learned ASL upon entering school at age 5 years (early signers); and those who learned to sign after puberty (late signers). The present study extends this research to children by investigating the use of morphological inflections in ASL by native and early signers. Thirty deaf children between ages 3 and 9 years were asked to sign a story in ASL. The videotaped stories were analyzed for morphological and contextual complexity. Qualitative differences were found between native and early signers on measures relating to the aspectual complexity of signs but not on measures relating to the complexity of the utterance. Implications of these differences are discussed in terms of communication at home and ASL use in the classroom. 相似文献
4.
Several previous studies have shown that ASL signers are 'experts' on at least one test of face processing: the Benton Test of Face Recognition, a discrimination task that requires subjects to select a target face from a set of faces shown in profile and/or in shadow. The experiments reported here were designed to discover why ASL signers have superior skill as measured by this test and to investigate whether enhanced performance extends to other aspects of face processing. Experiment 1 indicated that the enhancement in face-processing skills does not extend to recognition of faces from memory. Experiment 2 revealed that deaf and hearing subjects do not differ in their gestalt face-processing ability; they perform similarly on a closure test of face perception. Finally, experiment 3 suggested that ASL signers do exhibit a superior ability to detect subtle differences in facial features. This superior performance may be linked both to experience discriminating ASL grammatical facial expression and to experience with lipreading. We conclude that only specific aspects of face processing are enhanced in deaf signers: those skills relevant to detecting local feature configurations that must be generalized over individual faces. 相似文献
5.
This study examines a wide range of numerical representations (i.e., quantity, knowledge of multiplication facts, and use of parity information) in adult deaf signers. We introduce a modified version of the number bisection task, with sequential stimulus presentation, which allows for a systematic examination of mathematical skills in deaf individuals in different modalities (number signs in streaming video vs. Arabic digit displays). Reaction times and accuracy measures indicated that deaf signers make use of several representations simultaneously when bisecting number triplets, paralleling earlier findings in hearing individuals. Furthermore, some differences were obtained between the 2 display modalities, with effects being less prominent in the Arabic digit mode, suggesting that mathematical abilities in deaf signers should be assessed in their native sign language. 相似文献
6.
Bettger J Emmorey K McCullough S Bellugi U 《Journal of deaf studies and deaf education》1997,2(4):223-233
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. 相似文献
7.
Masataka N Ohnishi T Imabayashi E Hirakata M Matsuda H 《Journal of deaf studies and deaf education》2006,11(2):144-152
This paper reports a study designed to examine the neuronal correlates for comprehending the signs of American Sign Language representing numerals in deaf signers who acquired Japanese Sign Language as their first language. The participants were scanned by functional magnetic resonance imaging (fMRI) twice on the day of the experiment. The results of the measurements revealed that upon learning that the signs actually have numeric meaning, a network of brain areas is activated immediately. Many of these areas have been previously implicated in numerical processing. The similar neural network of brain regions responsible for numerical processing exists on a nonlinguistical basis and works to retrieve arithmetic facts from presented linguistic material regardless of the mode of the language. 相似文献
8.
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
9.
Most T 《American annals of the deaf》2003,148(4):308-314
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. 相似文献
10.
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
11.
Lundy JE 《Journal of deaf studies and deaf education》2002,7(1):41-56
Using four traditional false-belief tasks, I investigated deaf children's age and expressive language skills in relation to their theory of mind development. The children's parents who signed reported on their own knowledge of a mental sign vocabulary. The results indicate age of the child to be strongly related to theory of mind development. Deaf children demonstrated an ability to pass the theory of mind assessment battery between the ages of 7 and 8 years, on average. In comparison, hearing children have consistently demonstrated the ability to perform such tasks between the ages of 4 and 5 years. Therefore, the results indicate deaf children are delayed by approximately 3 years in this cognitive developmental milestone. Expressive language skills of the children and sign language skills of the parents who signed were not found to be significantly related to the children's theory of mind development. 相似文献
12.
For over 25 years in some countries and more recently in others, bilingual education involving sign language and the written/spoken vernacular has been considered an essential educational intervention for deaf children. With the recent growth in universal newborn hearing screening and technological advances such as digital hearing aids and cochlear implants, however, more deaf children than ever before have the potential for acquiring spoken language. As a result, the question arises as to the role of sign language and bilingual education for deaf children, particularly those who are very young. On the basis of recent research and fully recognizing the historical sensitivity of this issue, we suggest that language planning and language policy should be revisited in an effort to ensure that they are appropriate for the increasingly diverse population of deaf children. 相似文献
13.
A review of published studies of deaf mentally ill inpatients is reported. While there are conflicts in the findings of some of the studies, several generalizations seem fairly universal across countries and time periods. For example, the data indicate a greater overall prevalence of mental illness in the deaf population than in the general population as a whole, based on the relative number of each group who are patients in psychiatric hospitals. In general, deaf patients have longer hospital stays. Characteristics symptoms leading to hospitalization of deaf people tend to be different from those of hearing patients. It was thought by most investigators that restriction of sign language use in schools was one reason for these differences. For both hearing and deaf inpatients, dual diagnosis (mental illness and substance abuse) is far more common today than in years past. All investigators found frequent misdiagnoses among deaf patients. The paucity of research on deaf inpatients over the last 2 decades is noted. 相似文献
14.
Fernando Cuetos Asunción Monsalve Alejandro Pinto Javier Rodríguez-Ferreiro 《Reading and writing》2004,17(3):227-240
Studies conducted in recent years on oral andwritten language production show that the ageat which words are learned is the main variablethat influences lexical access in both hearingpeople and people who have suffered brainlesions. No studies have been done with deafpeople and, since they use sign language inaddition to oral language, differencesregarding hearing people might be found intheir lexical organization. The aim of thisstudy was to test which variables determine thelexical production of deaf people. For thispurpose, 40 deaf people between the ages of 13and 58 years were asked to write individuallythe names of 100 pictures. The regressionanalyses performed on a total of 4000 responsesshow that the main predictor variable ofperformance was also age of acquisition. It isconcluded that the organization of the lexicalsystem in deaf people is similar to that of hearing people, although the phonologicalrepresentations of deaf people may be moreinaccurate. 相似文献
15.
Marschark M Sapere P Convertino C Pelz J 《Journal of deaf studies and deaf education》2008,13(4):546-561
Four experiments investigated classroom learning by deaf college students receiving lectures from instructors signing for themselves or using interpreters. Deaf students' prior content knowledge, scores on postlecture assessments of content learning, and gain scores were compared to those of hearing classmates. Consistent with prior research, deaf students, on average, came into and left the classroom with less content knowledge than hearing peers, and use of simultaneous communication (sign and speech together) and American Sign Language (ASL) apparently were equally effective for deaf students' learning of the material. Students' self-rated sign language skills were not significantly related to performance. Two new findings were of particular importance. First, direct and mediated instruction (via interpreting) were equally effective for deaf college students under the several conditions employed here. Second, despite coming into the classroom with the disadvantage of having less content knowledge, deaf students' gain scores generally did not differ from those of their hearing peers. Possible explanations for these findings are considered. 相似文献
16.
Marie Therese Doherty 《International Journal of Inclusive Education》2013,17(8):791-807
The purpose of the present study is to examine what the concept of inclusion means and how it relates to children who are deaf. The paper begins with a background to deaf education, followed by specific reference to how inclusion is perceived in Northern Ireland and in Sweden. It investigates the experiences and opinions of deaf pupils in Schools for the deaf in both countries where different educational philosophies and forms of instruction prevail. A qualitative approach was adopted in which interviews were conducted with deaf pupils who were in their last school year, had left school recently or were in post-compulsory education. The results indicated that Swedish respondents described their experiences markedly more positively than those in Northern Ireland. The main reason for this was the encouragement of a deaf cultural environment where sign language was used by teachers and pupils for instruction and social interaction throughout the school. Although such a culture was not in evidence in Northern Ireland, positive experiences reported by respondents were associated with sign language and a deaf classroom assistant to facilitate comprehension between teachers and pupils. Implications are drawn for effective, inclusive practice in educational settings of deaf children. 相似文献
17.
Kersting S 《Journal of deaf studies and deaf education》1997,2(4):252-263
This qualitative study of the social aspects of mainstreaming from the perspective of deaf college students indicates that for some students, social adjustment to college is complicated by experiences of separation and alienation from both deaf and hearing peers. Data were collected through open-ended interviews with deaf students who had little or no previous experience with or exposure to deaf culture or language before their arrival at a mainstream college environment. Feelings of isolation, loneliness, and resentment were most intense during orientation and first year, when alienation from the deaf student community appeared to be caused by lack of sign language skills, unfamiliarity with norms and values of deaf culture, and perceived hostility from deaf peers. Simultaneous experiences of separation from hearing peers appeared to be caused by physical barriers inherent in the classroom, residence hall, and cafeteria environments, as well as by discrimination from hearing peers, who tended to stereotype deaf students. Findings suggest that those involved in the administration and delivery of postsecondary programs for the deaf should investigate the experiences of students who arrive on campus without knowledge of sign language or familiarity with deaf culture and evaluate currently existing programs and services designed to meet these students' needs. 相似文献
18.
Susan Goldin-Meadow Rachel I. Mayberry 《Learning disabilities research & practice》2001,16(4):222-229
Reading requires two related, but separable, capabilities: (1) familiarity with a language, and (2) understanding the mapping between that language and the printed word (Chamberlain & Mayberry, 2000; Hoover & Gough, 1990). Children who are profoundly deaf are disadvantaged on both counts. Not surprisingly, then, reading is difficult for profoundly deaf children. But some deaf children do manage to read fluently. How? Are they simply the smartest of the crop, or do they have some strategy, or circumstance, that facilitates linking the written code with language? A priori one might guess that knowing American Sign Language (ASL) would interfere with learning to read English simply because ASL does not map in any systematic way onto English. However, recent research has suggested that individuals with good signing skills are not worse, and may even be better, readers than individuals with poor signing skills (Chamberlain & Mayberry, 2000). Thus, knowing a language (even if it is not the language captured in print) appears to facilitate learning to read. Nonetheless, skill in signing does not guarantee skill in reading—reading must be taught. The next frontier for reading research in deaf education is to understand how deaf readers map their knowledge of sign language onto print, and how instruction can best be used to turn signers into readers. 相似文献
19.
In the few studies that have been conducted, researchers have typically found that deaf adolescents have more mental health difficulties than their hearing peers and that, within the deaf groups, those who use spoken language have better mental health functioning than those who use sign language. This study investigated the hypotheses that mental health functioning in adolescence is related to an early and consistent mode match between mother and child rather than to the child's use of speech or sign itself. Using a large existing 15-year longitudinal database on children and adolescents with severe and profound deafness, 57 adolescents of hearing parents were identified for whom data on language experience (the child's and the mother's) and mental health functioning (from a culturally and linguistically adapted form of the Achenbach Youth Self Report) was available. Three groups were identified: auditory/oral (A/O), sign match (SM), and sign mismatch (SMM). As hypothesized, no significant difference in mental health functioning was found between the A/O and SM groups, but a significant difference was found favoring a combined A/O and SM group over the SMM group. These results support the notion of the importance of an early and consistent mode match between deaf children and hearing mothers, regardless of communication modality. 相似文献
20.
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