Research with the deaf: Implications for language and cognition.

Furth, Hans G.

doi:10.1037/h0046080

Cited by 86 publications

(31 citation statements)

References 48 publications

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“…None of the ASL group was consistently non-operational, but 29 percent of the MCE group and 40 percent of the NCL group were. Although specifying a general relationship between sign language background and operational skills is not possible, the results of this study are consistent with those of Furth (1964Furth ( , 1971Furth ( , 1975 and others, who compared deaf to hearing children.…”

supporting

confidence: 81%

“…This finding that deaf children are del.ayed in reaching concrete ope·rations has been well-documented by others (Furth, 1964(Furth, , 1966(Furth, , 1971Oleron and Herren, 1961;Templin, 1967), who have found lags generally ranging between two and six years.…”

Section: Discussion Related To Hypothesismentioning

confidence: 54%

“…Lack of such competence, however, must not be equated with a lack of language for, as Furth (1974, p. 267) himself pointed out, "Sign language is the natural language of the deaf." Blank (1965) noted that many deaf children have been in special language enrichment programs since two or three years of age, yet Furth (1964) ignored this fact by failing in his studies to control for the age at which the children entered school. Blank also complained that when deaf subjects did as well as hearing, Furth concluded that language was not required, but when they did worse, he blamed it on lack of understanding the directions, possession of pseudo-concepts by the hearing, larger numbers of subnormal children in schools for the deaf, personal biases of the experimenter, motivational characteristics, or environmental restrictions in the deaf child's early life.…”

mentioning

confidence: 99%

“…Much of it has been reviewed by Furth (1964Furth ( , 1971, who sunmarized the results of 84 studies with subjects ranging from preschool age to middle adulthood. Furth's two reviews listed 62 points of similar performance between deaf and hearing subjects and 44 points of difference, mostly in the form of a slight but statistically significant inferiority.…”

mentioning

confidence: 99%

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A Study of the Relationship Between Syntactic Development and Concrete Operations in Deaf Children

Dolman¹

1983

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Tremaine in 1975 found that bilingual hearing children made gains in native and second 1 anguage comprehension when they reached the concrete operational level. Building upon this finding, the present study examined the linguistic and cognitive skills of 59 severe-to-profound and profoundly deaf children between the ages of seven and 12. Through manually coded English, students were administered four Pi ageti an operation a 1 tasks in the areas of conservation, classification, seriation, and numeration and a test of syntactic comprehension. Students and teachers were also given a sociolinguistic questionnaire to determine the hearing status of the child 1 s parents, the age the child learned signs, and the sign consistency at home. Teachers and students showed a high degree of agreement in their responses to this questionnaire.Results indicated that operational deaf children performed significantly better than non-operational deaf children on the test of syntactic comprehension, although both groups of children had poorer English skills and a lower rate of operational thinking than did the younger hearing students in Tremaine•s sample. A relationship was found among operational thinking, age, and IQ of the subjects as well as between age and syntactic skills, but no relationship was indicated between syntactic skills and IQ.Students whose parents consistently signed to them showed greater English syntactic comprehension than did students whose parents signed less consistently. Children with more consistent sign exposure at home also tended to have more advanced operational skills, though not to a statistically significant degree. In both operational level and English syntactic skills, a slight advantage was found for those children using American Sign Language at home rather than manually coded English. This finding may be explained by the greater degree of sign consistency likely to be experienced by those children whose deaf parents use American Sign Language. Finally, a multiple regression analysis indicated that over half of the total variability on the test of syntactic comprehension could be predicted from success or failure on two of the operational tasks (numeration and seriation) and the child's overall signing ability, with age and IQ much poorer predictors of English skills.

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supporting

confidence: 81%

Section: Discussion Related To Hypothesismentioning

confidence: 54%

mentioning

confidence: 99%

mentioning

confidence: 99%

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A Study of the Relationship Between Syntactic Development and Concrete Operations in Deaf Children

Dolman¹

1983

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“…Good reviews of the literature on concept formation in deaf children have been provided by Furth (1964Furth ( ,1966Furth ( ,1971). In the most recent of these reviews (Furth, 1971), 39 studies are listed and summarized.…”

Section: Deaf Childrenmentioning

confidence: 99%

A Survey of Cognition in Handicapped Children

Suppes¹

1974

Review of Educational Research

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In this article I survey broadly the literature on cognition, with a children. Among such skills, I shall concentrate almost entirely on language and elementary mathematical skills. This concentration seems to need little justification, since these are the basic skills most important in training handicapped children for productive careers in society. It is als0 the set of skills most important for normal children. This does mean that to some extent I neglect the full range of psychological studies of concept formation in handicapped children. I am excluding the many studies on operant conditioning, reinforcement schedules, paired-associate learning and the like, especially in mentally retarded children. It is possible to make a case that these studies fall within the general area of cognition, but it is also reasonable to exclude them, and I have done so here. There have been a great many studies in the general area I am excluding, and the interested reader will find it easy to get into that literature from some of the survey references given below.I have divided the article into three main parts, treating first problems of language and language development, second, concept formation and abstraction, and third, elementary mathematical skills. As might be expected, the literature on language development, for example, is larger by an order of magnitude than the literature on the development of mathematical skills. I have made some effort to locate studies dealing with mathematical skills, but it will be clear to the reader that additional studies of a substantial nature are needed in order to give a more complete picture of the problems and potentialities of developing mathematical skills in handicapped children.In each of the three parts, I treat first the relatively small literature dealing with cognition in blind children. Second, I survey somewhatsuperficially the enormous literature on mentally retarded children. For International Reviews of Research in Mental Retardation

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Relationship of Language to the Thinking Process

Vernon¹

1967

Arch Gen Psychiatry

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Research with the deaf: Implications for language and cognition.

Cited by 86 publications

References 48 publications

A Study of the Relationship Between Syntactic Development and Concrete Operations in Deaf Children

A Study of the Relationship Between Syntactic Development and Concrete Operations in Deaf Children

A Survey of Cognition in Handicapped Children

Relationship of Language to the Thinking Process

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