Elicited imitation of verb agreement in American Sign Language: Iconically or morphologically determined?

Meier, Richard P.

doi:10.1016/0749-596x(87)90119-7

Cited by 64 publications

(57 citation statements)

References 13 publications

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“…As was reported for other linguistic domains (Petitto, 1987;Meier;) the mapping problem is not avoided even in the domain of space. Children learning a language crafted in the visuo-spatial modality, are confronted with the same complex conceptto-language mapping problem as their hearing peers.…”

Section: Mastering Conventionsmentioning

confidence: 73%

“…Previous research on pronominal and verb signs, suggests that the iconicity of signs does not help deaf children learn language (e.g. Petitto, 1987;Meier, 1987). Slobin et al (2003) report early use of handshapes and path descriptions in children learning ASL and Sign Language of the Netherlands (SLN).…”

Section: The Developmental Time Course For Spatial Language In Signedmentioning

confidence: 99%

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The onset and mastery of spatial language in children acquiring British Sign Language

Morgan

Herman

Barrière

et al. 2008

Cognitive Development

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This is the unspecified version of the paper.This version of the publication may differ from the final published version. Permanent repository link AbstractIn the course of language development children must solve arbitrary form-to-meaning mappings, in which semantic components are encoded onto linguistic labels. Because sign languages describe motion and location of entities through iconic movements and placement of the hands in space, child signers may find spatial semantics-to language mapping easier to learn than child speakers. This hypothesis was tested in two studies:a longitudinal analysis of a native signing child's use of British Sign Language to describe motion and location events between the ages 1-10 and 3-0, and performance of 18 native signing children between the ages of 3-0 and 4-11 on a motion and location sentence comprehension task. The results from both studies argue against a developmental advantage for sign language learners for the acquisition of motion and location forms. Early forms point towards gesture and embodied actions followed by protracted mastery of the use of signs in representational space. The understanding of relative spatial relations continues to be difficult, despite the iconicity of these forms in the language, beyond 5 years of age.3The onset and mastery of spatial language in children acquiring British Sign Language

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Section: Mastering Conventionsmentioning

confidence: 73%

Section: The Developmental Time Course For Spatial Language In Signedmentioning

confidence: 99%

The onset and mastery of spatial language in children acquiring British Sign Language

Morgan

Herman

Barrière

et al. 2008

Cognitive Development

View full text Add to dashboard Cite

show abstract

“…However, in the case of DHH children, these type of tests has hitherto been studied only to a limited extent (e.g., Dillon & Pisoni, 2006;Meier, 1987). In future work, investigating imitation of utterances across hearing and DHH individuals, both signing and non-signing, may reveal how language specific, in particular, phonological, and domain general, e.g., semantic, representations, and processes related to manipulation of these (e.g., working memory) support reading development.…”

Section: Future Researchmentioning

confidence: 99%

Signs for Developing Reading : Sign Language and Reading Development in Deaf and Hard-of-Hearing Children

Holmer¹

2016

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Reading development is supported by strong language skills, not least in deaf and hard-of-hearing (DHH) children. Regional Special Needs Schools (RSNS) in Sweden have a bilingual curriculum, that is, DHH pupils at these schools learn Swedish Sign Language and written and/or spoken Swedish. The work in the present thesis investigates reading development in DHH children who attend these schools and who are learning to read. The primary aim of the present work was to investigate whether the reading skills of DHH signing children can be improved via computerized sign language based literacy training aimed at strengthening the connections between sign language and written language. Another aim was to investigate concurrent and longitudinal associations between skills in reading, sign language, and cognition in this population. The results indicate that sign language skills support developing reading skills in RSNS pupils (Paper I and Paper IV). In particular, sign language based literacy training appears to support development of word reading (Paper IV). In addition, awareness of the sublexical structure of sign language seems to assist word reading (Paper I). Interestingly, the ability to imitate manual gestures was related to reading skills. More specifically, precision of imitation of unfamiliar signs was associated with development of word reading (Paper IV) and precision of imitation of familiar signs, i.e., vocabulary, seemed to be associated with developing reading comprehension (Paper IV). Results also suggest that working memory and Theory of Mind (ToM) are related to reading comprehension in RSNS pupils (Paper III). In addition to these findings relating to reading development, results also suggest that sign language experience enhance the establishment of representations of manual gestures (Paper II), and that progression in ToM seem to be typical, although delayed, in RSNS pupils who are learning to read (Paper III). Taken together, the associations revealed between sign language skills and reading development support the notion that sign language skills may provide a foundation for promotion of reading skills in DHH signing children. Thus, interventions that support development of sign-based representations and their manipulation and use in written language processing, may improve reading skills in this population. To account for the present findings, a model of written language processing is proposed. Working memory has a central role in integrating environmental stimuli and language-mediated representations, and thereby provides a platform for cross-modal language processing and multimodal language development. SammanfattningEn god språklig förmåga bidrar till god läsutveckling, inte minst hos döva och hörselskadade barn. Specialpedagogiska skolmyndighetens specialskolor för döva och hörselskadade (D/H) barn har en tvåspråkig läroplan som innebär att elever på dessa skolor lär sig både svenskt teckenspråk och skriven och/eller talad svenska. De fyra arbeten som ingår i avhandlingen undersöker l...

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“…Many of the earliest studies of signed language acquisition were motivated by the question of whether or not the iconicity of signs made them easier to acquire than spoken words (e.g., Bellugi & Klima, 1982;Jackson, 1984;Meier, 1987;Orlansky & Bonvillian, 1984;Petitto, 1987). Orlansky and Bonvillian (1984), for example, investigated this question by grouping the earliest signs that children learned into iconic vs. non-iconic signs.…”

Section: Does Iconicity Facilitate Acquisition?mentioning

confidence: 99%

“…The same pattern was observed simultaneously for possessive pronoun mastery in English (cf. Meier, 1987 for acquisition of verb agreement in ASL and Petitto, 1987 for acquisition of personal pronouns in ASL).…”

Section: Does Iconicity Facilitate Acquisition?mentioning

confidence: 99%

Delayed Phonological Development in ASL : Two Case Studies of Deaf Isolates

Morford¹

2000

rlv

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Elicited imitation of verb agreement in American Sign Language: Iconically or morphologically determined?

Cited by 64 publications

References 13 publications

The onset and mastery of spatial language in children acquiring British Sign Language

The onset and mastery of spatial language in children acquiring British Sign Language

Signs for Developing Reading : Sign Language and Reading Development in Deaf and Hard-of-Hearing Children

Delayed Phonological Development in ASL : Two Case Studies of Deaf Isolates

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