scholarly journals The Impact of Sign Language on the Cognitive Development of Deaf Children: The Case of Theories of Mind

2000 ◽  
Vol 5 (3) ◽  
pp. 266-276 ◽  
Author(s):  
C. Courtin
Keyword(s):  
Cognitive Development ◽  
Sign Language ◽  
Deaf Children ◽  
Theories Of Mind ◽  
The Impact

scholarly journals The impact of input quality on early sign development in native and non-native language learners

2016 ◽  
Vol 43 (3) ◽  
pp. 537-552 ◽  
Author(s):  
JENNY LU ◽  
ANNA JONES ◽  
GARY MORGAN
Keyword(s):  
Sign Language ◽  
Language Learners ◽  
Early Sign ◽  
Deaf Children ◽  
Language Abilities ◽  
Number Of Children ◽  
Hearing Parents ◽  
Deaf Parents ◽  
The Impact

AbstractThere is debate about how input variation influences child language. Most deaf children are exposed to a sign language from their non-fluent hearing parents and experience a delay in exposure to accessible language. A small number of children receive language input from their deaf parents who are fluent signers. Thus it is possible to document the impact of quality of input on early sign acquisition. The current study explores the outcomes of differential input in two groups of children aged two to five years: deaf children of hearing parents (DCHP) and deaf children of deaf parents (DCDP). Analysis of child sign language revealed DCDP had a more developed vocabulary and more phonological handshape types compared with DCHP. In naturalistic conversations deaf parents used more sign tokens and more phonological types than hearing parents. Results are discussed in terms of the effects of early input on subsequent language abilities.

scholarly journals Surdez, língua de sinais e cognição: análise das mútuas implicações

2019 ◽  
Vol 88 (220) ◽  
Author(s):  
Clélia Nogueira ◽  
Edna Machado
Keyword(s):  
Cognitive Development ◽  
Bilingual Education ◽  
Sign Language ◽  
Social Relationships ◽  
The Other ◽  
Deaf Children ◽  
Deaf People ◽  
Clinical Method ◽  
Educational Formation ◽  
Definite Solution

Tem como propósito analisar os resultados de pesquisas realizadas com crianças surdas acerca do desenvolvimento cognitivo, com base na teoria psicogenética de Jean Piaget. A primeira teve como objetivo investigar o desenvolvimento das estruturas de classificação, seriação e conservação do número em crianças surdas em idade pré-escolar. A segunda avaliou o desenvolvimento de crianças surdas com idade variando entre 12 e 14 anos, ou seja, as estruturas referentes aos períodos operatório-concreto e operatório-formal, segundo a teoria psicogenética. Uma terceira pesquisa, desenvolvida sob a orientação de uma das pesquisadoras, tinha como objetivo verificar se as crianças surdas educadas sob a concepção bilíngüe apresentavam diferenças no desenvolvimento cognitivo em relação àquelas examinadas nas duas anteriores. Todas as três pesquisas foram desenvolvidas a partir do método clínico tal como idealizado por Piaget. A análise dos resultados nos permite afirmar que a tese piagetiana da insuficiência da linguagem para a construção das estruturas cognitivas está confirmada em nossos estudos, mas, por outro lado, podemos dizer que os resultados nos apontam para a existência de outros fatores que precisam ser compreendidos no desenvolvimento cognitivo do surdo. A adoção da língua de sinais é um avanço na concepção da surdez e, com certeza, permite ao surdo ampliar seu universo de relações afetivas e sociais com seus pares, mas entendemos que a adoção da abordagem bilíngüe não é a solução definitiva para a educação dos surdos. Apesar de ser imprescindível que os surdos aprendam, o mais cedo possível, uma língua de sinais, a sua educação, nos parece, necessita ainda de um cuidado especial. Palavras-chave: surdez; desenvolvimento cognitivo dos surdos; bilingüismo. Abstract Results from research with deaf children and their cognitive development are analyzed by Piaget's psychogenetic theory. Whereas the first research investigated the development of classification, series listing and number conservation in pre-school deaf children, the second evaluated the development of 12-14-year-old deaf children, or rather, the structures comprising the concrete operatory and formal operatory periods of the psychogenetic theory. A third research, undertaken by one of the authors, verified whether deaf children who received bilingual education showed any differences in cognitive development in contrast to those in the former two researches. The three researches have been developed according to Piaget's clinical method. Results show that our analysis confirmed Piaget's thesis of language insufficiency for the construction of cognitive structures. On the other hand, results also indicate other factors that must be understood with regard to deaf people's cognitive development. The use of the natural language for the deaf, or sign language, is a landmark in the knowledge on deafness and will help deaf people to broaden their affective and social relationships with their peers. The adoption of the bilingual approach will not be the definite solution for the education of deaf people. Although deaf people must learn sign language as early as possible, special care should be dispensed in the course of their educational formation. Keywords: deafness; cognitive development of deaf people; bilingualism.

scholarly journals An Empirical Verification of the Integral Development Method for Deaf Children

2020 ◽  
Vol 22 (1) ◽  
Author(s):  
Gordana Ilija Nikolic ◽  
Vesna Radoman ◽  
Sanja Dimoski
Keyword(s):  
Cognitive Development ◽  
Sign Language ◽  
School Achievement ◽  
Deaf Children ◽  
World Federation ◽  
Development Method ◽  
Systematic Application ◽  
Language Communication ◽  
Integral Development ◽  
Concrete Operational

Empirical findings on the difficulties deaf children face in certain areas of cognitive, conative, emotional and social development served as a basis for The Integral Development Method for Deaf Children. The principles of the World Federation of the Deaf (WFD) relating to the importance of sign language, neglected for a long time, provided a wider basis of this method. The first part of the article presents the method in a general way. The research part of the article examined the results of two experimentally controlled workshops. The first workshop examined the effects of various non-verbal stimulation techniques on cognitive development. The second workshop examined the effects of a systematic application of sign language on communicative and educative development. Data in Study 1 were collected by Piagets test and in Study 2 we collected by the Communication Competence Scale. The sample consisted of 50 subjects in Study 1 and 60 subjects in Study 2. The subjects were deaf children aged 8 to 12 years. The results confirmed that systematic application of various non-verbal workshop techniques that are suitable for deaf children significantly contributes to the promotion of cognitive development and that they effectively enhance and accelerate the concrete operational stage. A systematic application of Serbian sign language influenced promotion of Serbian speech language and complete communicative competence as well as higher cohesion of sign language end speech language communication skills. Sign language also influenced school achievement. Key words: cognitive development; communication; non-verbal approaches; sign language

Cognitive Development

2020 ◽  
pp. 197-212
Author(s):  
Lindsey C. Edwards ◽  
Peter K. Isquith
Keyword(s):  
Cognitive Development ◽  
Cochlear Implants ◽  
Cognitive Processes ◽  
Cognitive Abilities ◽  
Language Skills ◽  
Preschool Age ◽  
Intellectual Ability ◽  
Deaf Children ◽  
College Age ◽  
The Impact

The impact of cochlear implants (CIs) on the development of speech and language skills in deaf children is very well documented. The influence of CIs on the development of other cognitive abilities has been much less well researched and the findings are more variable. This chapter first briefly considers the evidence for changes in overall intellectual ability as demonstrated by global measures of IQ. This is followed by discussion of the evidence on the impact of CIs on the specific cognitive functions of attention, memory, and reasoning, each in terms of both verbal and visual/nonverbal processing. Evidence regarding the behavioral manifestations of these cognitive processes is also reviewed, all from preschool age through to college-age individuals. Finally, the implications for assessment of, and intervention for, differences in cognitive development as a result of cochlear implantation are briefly considered.

Teaching Vietnamese to Deaf Children Using Sign Languages: Situations and Solutions

2019 ◽  
Author(s):  
Hien Do Thi ◽  
Keyword(s):  
Sign Language ◽  
Language Proficiency ◽  
First Grade ◽  
Deaf Children ◽  
Normal Children ◽  
Sign Languages ◽  
Tremendous Progress ◽  
Teachers And Students ◽  
The Disabled ◽  
The Impact

Human civilization has made tremendous progress, to improve its quality of life. However, there are still a number of people in society who suffer from grave disadvantages due to their disabilities. There are many reasons for this phenomenon, and even though science is rapidly developing, it is impossible to completely erase those causes. Ameliorating education and offering vocational training for the disabled are considered as effective solutions to provide these people with a satisfying life, especially children. For deaf children, the dream of normal schooling becomes great. Limited language proficiency leads to limited communication skills and reduces confidence when entering the first grade, adversely affecting their academic performance and later development. Therefore, in this article, we focus on first grade deaf children. Like the impact of normal language on normal children, sign language plays an important role in language development of deaf children. They use sign language to think and communicate. However, to study in textbook programs as does a normal child, in the classroom of deaf children, both the teachers and students must use finger alphabets to teach and learn Vietnamese. We thus study teaching Vietnamese to deaf children and suggest games to draw their attention to the lessons.

scholarly journals THE FEELING UNDERSTANDING AND VALUES OF THE DEAF CHILDREN

Lire Journal ◽  
2019 ◽  
Vol 3 (1) ◽  
pp. 15-21
Author(s):  
Qurrata 'Ain ◽  
Margana Margana
Keyword(s):  
Cognitive Development ◽  
Facial Expression ◽  
Sign Language ◽  
Social Dynamics ◽  
Body Movement ◽  
Deaf Children ◽  
Deaf People ◽  
Social Rules ◽  
Normal People ◽  
Hand Shape

Deaf children have a language to communicate with each other. It is known as sign language. The sign language has grammatical, morpheme, syntactical and semantically rules. It can be helped the deaf children to understand the signs. The disability people or gift children have an equal with normal people. So, they deserve to get what they want and communicate with each other. Generally, the grammar of sign language for deaf people has used hand shape or movement even facial expression or body movement.  This article has aimed to expose the ability of deaf children to understand the feelings and values of others. It refers to social and cognitive development. Deaf children have access to communicate how peoples’ interaction and explanation for behaviors to get better social dynamics as an advantage in cognitive development. The deaf children often show the behavior problem and inconsistent social and sometimes they could not understand social rules.

Socilaization through Sign Language for Deaf Children in Early School Years in Light of Communication Theory

2020 ◽  
Author(s):  
Hien Do Thi ◽  
◽  
Thuy Nguyen Thi Thanh ◽  
Keyword(s):  
Sign Language ◽  
Communication Theory ◽  
Language Skills ◽  
First Grade ◽  
Deaf Children ◽  
Normal Children ◽  
Factors Affecting ◽  
Early School ◽  
Comprehensive Development ◽  
The Impact

Like the impact of natural language on normal children, sign language plays an important role in the comprehensive development of deaf children. Deaf children also use sign language to think, communicate and socialize. So how do we teach deaf children sign language? Is teaching sign language to deaf children the same as teaching language for normal children? In this article, considering the situation of many deaf children in the first grade who have few language skills and limited communicative competence, we discuss the factors affecting language teaching in these environments. Furthermore, we propose games which may enhance their language skills, and to assist them to develop and improve the quality of life, and thus to integrate into larger society.

Dissociating the Impact of Auditory Access and Language Access in Deaf Children’s Cognitive Development

2020 ◽  
pp. 98-122
Author(s):  
Matthew L. Hall
Keyword(s):  
Working Memory ◽  
Executive Function ◽  
Cognitive Development ◽  
Implicit Learning ◽  
Educational Practice ◽  
Verbal Working Memory ◽  
Psychological Theory ◽  
Future Research ◽  
Language Access ◽  
The Impact

Deaf and hard of hearing (DHH) children have been claimed to lag behind their hearing peers in various domains of cognitive development, especially in implicit learning, executive function, and working memory. Two major accounts of these deficits have been proposed: one based on a lack of auditory access, and one based on a lack of language access. This chapter reviews these theories in relation to the available evidence and concludes that there is little evidence of direct effects of diminished auditory access on cognitive development that could not also be explained by diminished language access. Specifically, reports of deficits in implicit learning are not broadly replicable. Some differences in executive function do stem from deafness itself but are not necessarily deficits. Where clinically relevant deficits in executive function are observed, they are inconsistent with the predictions of accounts based on auditory access, but consistent with accounts based on language access. Deaf–hearing differences on verbal working memory tasks may indicate problems with perception and/or language, rather than with working memory. Deaf–hearing differences on nonverbal tasks are more consistent with accounts based on language access, but much more study is needed in this area. The chapter concludes by considering the implications of these findings for psychological theory and for clinical/educational practice and by identifying high-priority targets for future research.

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