8. Of the memory aids and reckonings used by the Indians of Peru

Chapter 10 provides an introduction to the organization of the Simplified Sign System lexicon and its supporting materials. This chapter explains the various conventions used in the sign illustrations so that learners can accurately interpret the drawings, including the numbering of initial, intermediate, and final positions; the size, shape, and repetition of arrows, quotes, and other marks that depict the sign’s movement; and the provision of facial expressions on signs that convey emotional information. Drawings and expanded written descriptions of the handshapes used in the Simplified Sign System are provided, along with information on how prevalent each handshape is in the system and a sampling of the particular meanings that a handshape can convey within the system. Drawings and written descriptions of the various palm orientations and finger/knuckle orientations used in the system are provided as well so that family members, educators, and other professionals will be able to accurately interpret each sign’s written description. Also discussed in this chapter are the memory aids provided with each sign, natural variations in sign formation and production that are to be expected, as well as what to do if a sign learner has functional use of only one hand and arm.

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8. Development of the Simplified Sign System

Simplified Signs ◽

10.11647/obp.0205.08 ◽

2020 ◽

pp. 281-310

Author(s):

John D. Bonvillian ◽

Nicole Kissane Lee ◽

Tracy T. Dooley ◽

Filip T. Loncke

Keyword(s):

Undergraduate Students ◽

Background Information ◽

Sign Languages ◽

Memory Aids ◽

Sign Systems ◽

Sign System ◽

Deaf Parents ◽

Research Findings ◽

Students With Autism ◽

Initial Results

Chapter 8 provides background information on the development of the Simplified Sign System. These steps are included so that investigators may replicate research findings and/or develop additional signs for their own sign-intervention programs. The authors first discuss efforts to find highly iconic or representative gestures in the dictionaries of various sign languages and sign systems from around the world. If necessary, signs were then modified to make them easier to produce based on the results of prior studies of signing errors made by students with autism, the sign-learning children of Deaf parents, and undergraduate students unfamiliar with any sign language. These potential signs were then tested with different undergraduate students to determine whether the signs were sufficiently memorable and accurately formed. Signs that did not meet criterion were either dropped from the system or subsequently modified and re-tested. Initial results from comparison studies between Simplified Signs and ASL signs and between Simplified Signs and Amer-Ind signs are presented as well. Finally, feedback from users influenced the course of the project. Memory aids were developed, especially for those persons who have less familiarity with sign languages, to help explain the ties between each sign and its referent in case that relationship is not readily or immediately apparent to a potential learner.

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