共查询到20条相似文献，搜索用时 15 毫秒
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Rodríguez Ortiz IR 《Journal of deaf studies and deaf education》2008,13(3):378-390
This study aims to answer the question, how much of Spanish Sign Language interpreting deaf individuals really understand. Study sampling included 36 deaf people (deafness ranging from severe to profound; variety depending on the age at which they learned sign language) and 36 hearing people who had good knowledge of sign language (most were interpreters). Sign language comprehension was assessed using passages of secondary level. After being exposed to the passages, the participants had to tell what they had understood about them, answer a set of related questions, and offer a title for the passage. Sign language comprehension by deaf participants was quite acceptable but not as good as that by hearing signers who, unlike deaf participants, were not only late learners of sign language as a second language but had also learned it through formal training. 相似文献
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Schembri A Wigglesworth G Johnston T Leigh G Adam R Barker R 《Journal of deaf studies and deaf education》2002,7(1):18-40
In this article, we outline the initial stages in development of an assessment instrument for Australian Sign Language and explore issues involved in the development of such a test. We first briefly describe the instruments currently available for assessing grammatical skills in Australian Sign Language and discuss the need for a more objective measure. We then describe our adaptation of an existing American Sign Language test, the Test Battery for American Sign Language Morphology and Syntax. Finally, this article presents some of the data collected from a group of deaf native signers. These data are used to demonstrate the range of variability in key grammatical features of Australian Sign Language and to raise methodological issues associated with signed language test design. 相似文献
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In collaboration with teachers and students at the National Technical Institute for the Deaf (NTID), the Sign Language Skills Classroom Observation (SLSCO) was designed to provide feedback to teachers on their sign language communication skills in the classroom. In the present article, the impetus and rationale for development of the SLSCO is discussed. Previous studies related to classroom signing and observation methodology are reviewed. The procedure for developing the SLSCO is then described. This procedure included (a) interviews with faculty and students at NTID, (b) identification of linguistic features of sign language important for conveying content to deaf students, (c) development of forms for recording observations of classroom signing, (d) analysis of use of the forms, (e) development of a protocol for conducting the SLSCO, and (f) piloting of the SLSCO in classrooms. The results of use of the SLSCO with NTID faculty during a trial year are summarized. 相似文献
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Abdel-Fattah MA 《Journal of deaf studies and deaf education》2005,10(2):212-221
Sign language in the Arab World has been recently recognized and documented. Many efforts have been made to establish the sign language used in individual countries, including Jordan, Egypt, Libya, and the Gulf States, by trying to standardize the language and spread it among members of the Deaf community and those concerned. Such efforts produced many sign languages, almost as many as Arabic-speaking countries, yet with the same sign alphabets. This article gives a tentative account of some sign languages in Arabic through reference to their possible evolution, which is believed to be affected by the diglossic situation in Arabic, and by comparing some aspects of certain sign languages (Jordanian, Palestinian, Egyptian, Kuwaiti, and Libyan) for which issues such as primes, configuration, and movement in addition to other linguistic features are discussed. A contrastive account that depicts the principal differences among Arabic sign languages in general and the spoken language is given. 相似文献
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The attitudes of educators of the deaf and other professionals in deaf education concerning assessment of the use of American Sign Language (ASL) and other sign systems was investigated. A questionnaire was distributed to teachers in a residential school for the deaf in California. In addition to questions regarding the availability of sign language assessment at their schools, participants responded to items concerning their motivation to use a test for sign language measurement. Of the 100 distributed surveys, 85 were completed and returned. Results showed overwhelming agreement among respondents concerning the importance of sign language assessment, along with the need for tools that appropriately measure signing skills. 相似文献
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Young A 《Journal of deaf studies and deaf education》1997,2(4):264-276
This research study investigates how parents and interveners conceptualize parents' early sign language use. Three groups of respondents involved in the same bilingual early intervention program were being interviewed: hearing parents (n = 12), hearing teachers (n = 6), and Deaf consultants (n = 6). The search and retrieve program 'The Ethnograph' was used for data analysis. The results demonstrate that neither a framework of linguistic proficiency nor one of communicative competence captures the complexity of the issues involved for parents and interveners in conceptualizing parents' early sign language use. The interpretative frameworks of each group emphasize different aspects of the task facing parents: balancing the quest for Sign Language proficiency with emotional and practical considerations in the family, acknowledging the overriding importance of communication regardless of what one may label the language used, and confirming the visual quality and child appropriateness of the signing. Results are related to the stocks of knowledge on which respondents draw and the implications for Deaf and hearing interveners assessing parents' progress. 相似文献
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Specialized psychotherapy for deaf people in the Dutch and Western European mental health systems is still a rather young specialism. A key policy principle in Dutch mental health care for the deaf is that they should receive treatment in the language most accessible to them, which is usually Dutch Sign Language (Nederlandse Gebarentaal or NGT). Although psychotherapists for the deaf are trained to use sign language, situations will always arise in which a sign language interpreter is needed. Most psychotherapists have the opinion that working with a sign language interpreter in therapy sessions can be a valuable alternative option but also see it as a second-best solution because of its impact on the therapeutic process. This paper describes our years of collaborationship as a therapist and a sign language interpreter. If this collaborationship is optimal, it can generate a certain "therapeutic power" in the therapy sessions. Achieving this depends largely on the interplay between the therapist and the interpreter, which in our case is the result of literature research and our experiences during the last 17 years. We analyze this special collaborative relationship, which has several dimensions and recurrent themes like, the role conception of the interpreter, situational interpreting, organizing the interpretation setting, or managing therapeutic phenomena during therapy sessions. 相似文献
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Traditionally, working memory has been divided into two major domains: verbal and visuo-spatial. The verbal domain of working memory can be characterized either by its relationship to language or by its grounding in auditory processing. Because of this ambiguity, languages that are not auditory and vocal (i.e., signed languages) pose a challenge to this conception of working memory. We describe several experiments with deaf users of American Sign Language (ASL) that explore the extent to which the architecture of working memory is determined by the constraints of auditory and visual processing and the extent to which it is determined by the characteristics of language. Various working memory effects were investigated: phonological similarity, word length, and articulatory suppression. The pattern of evidence strongly supports the existence of a sign-based 'rehearsal loop' mechanism parallel to the speech-based rehearsal loop. However, we also discuss evidence pointing to differences between the speech loop and the sign loop from forward and backward digit span tasks with deaf and hearing subjects. Despite their similarities based on linguistic properties, the speech loop and the sign loop appear to diverge due to the differing processing demands of audition and vision. Overall, the results suggest that the architecture of working memory is shaped both by the properties of language structure and by the constraints imposed by sensorimotor modality. 相似文献
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Signed languages continue to be a key element of deaf education programs that incorporate a bilingual approach to teaching and learning. In order to monitor the success of bilingual deaf education programs, and in particular to monitor the progress of children acquiring signed language, it is essential to develop an assessment tool of signed language skills. Although researchers have developed some checklists and experimental tests related to American Sign Language (ASL) assessment, at this time a standardized measure of ASL does not exist. There have been tests developed in other signed languages, for example, British Sign Language, that can serve as models in this area. The purpose of this study was to adapt the Assessing British Sign Language Development: Receptive Skills Test for use in ASL in order to begin the process of developing a standardized measure of ASL skills. The results suggest that collaboration between researchers in different signed languages can provide a valuable contribution toward filling the gap in the area of signed language assessment. 相似文献
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中国聋人手语脑功能成像的研究 总被引：9，自引：8，他引：9
本研究采用功能性磁共振脑成像 (fMRI)技术 ,首次以中国手语作为实验材料 ,通过外显手语和内隐手语刺激的比较 ,探查中国手语在聋人左、右半球大脑皮层的功能定位情况。研究的结果表明 :( 1 )手语与有声语言的绝大多数功能区是叠合的 ,与正常人和美国手语的研究结果相似 ,聋人的视觉性语言优势半球也是在左半球。语言的半球单侧化现象以及语言大脑功能定位区很少受语言模式特征的影响。 ( 2 )聋人手语的信息加工过程包括语言加工和视觉空间认知 ,语言加工模块与空间认知加工模块之间是存在一定的共享成分 ,这为跨模块可塑性理论提供了实证依据。 ( 3 )研究进一步表明 ,手语是一种有助于促进聋人大脑语言区活动的刺激 ,倡导在聋教中采用“双语教育”和强调中国手语的语言地位 相似文献
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Capirci O Cattani A Rossini P Volterra V 《Journal of deaf studies and deaf education》1998,3(2):135-142
We describe an educational experience designed to teach Italian Sign Language (LIS) to a group of hearing children. The hypothesis underlying this experience was that learning a visual-gestural language such as LIS may improve children's attentional abilities, visual discrimination, and spatial memory. To examine this hypothesis, we conducted two studies. The first involved an educational experience lasting two years with a group of hearing children attending a Sign Language class from first to second grade. The Raven PM 47 TEST was administered at the beginning and at the end of each school year to children attending the LIS classes and to a control group of children enrolled in the same school but not exposed to LIS. The second study involved an educational experience in first grade. The Raven PM 47 and Corsi's block tapping tests were administered at the beginning and at the end of the school year to the children attending the LIS classes, to children enrolled in the same school but at tending an English class, and to children not exposed to a second language. We found that in both studies the LIS group performed better than the other groups. These results suggest that learning a sign language may lead to a cognitive advancement in hearing children. 相似文献
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The quality of interpretations produced by sign language interpreters was investigated. Twenty-five experienced interpreters were instructed to interpret narratives from (a) spoken Dutch to Sign Language of The Netherlands (SLN), (b) spoken Dutch to Sign Supported Dutch (SSD), and (c) SLN to spoken Dutch. The quality of the interpreted narratives was assessed by 5 certified sign language interpreters who did not participate in the study. Two measures were used to assess interpreting quality: the propositional accuracy of the interpreters' interpretations and a subjective quality measure. The results showed that the interpreted narratives in the SLN-to-Dutch interpreting direction were of lower quality (on both measures) than the interpreted narratives in the Dutch-to-SLN and Dutch-to-SSD directions. Furthermore, interpreters who had begun acquiring SLN when they entered the interpreter training program performed as well in all 3 interpreting directions as interpreters who had acquired SLN from birth. 相似文献
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Parton BS 《Journal of deaf studies and deaf education》2006,11(1):94-101
In recent years, research has progressed steadily in regard to the use of computers to recognize and render sign language. This paper reviews significant projects in the field beginning with finger-spelling hands such as "Ralph" (robotics), CyberGloves (virtual reality sensors to capture isolated and continuous signs), camera-based projects such as the CopyCat interactive American Sign Language game (computer vision), and sign recognition software (Hidden Markov Modeling and neural network systems). Avatars such as "Tessa" (Text and Sign Support Assistant; three-dimensional imaging) and spoken language to sign language translation systems such as Poland's project entitled "THETOS" (Text into Sign Language Automatic Translator, which operates in Polish; natural language processing) are addressed. The application of this research to education is also explored. The "ICICLE" (Interactive Computer Identification and Correction of Language Errors) project, for example, uses intelligent computer-aided instruction to build a tutorial system for deaf or hard-of-hearing children that analyzes their English writing and makes tailored lessons and recommendations. Finally, the article considers synthesized sign, which is being added to educational material and has the potential to be developed by students themselves. 相似文献
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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
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《Africa Education Review》2013,10(2):26-41
Abstract Although there is an extensive and growing literature that addresses issues related to most aspects of language-in-education policy in South Africa, one area in which the literature remains fairly sparse has been that of the implications of current government policy for South African Sign Language (SASL). This article presents an overview of the complex issues presented by the case of SASL for language-in-education policy, and offers a series of recommendations for how these issues might best be addressed. Given the relatively small research base that currently exists dealing explicitly with SASL, the article makes use of both the South African research literature and the far more substantial international research that addresses issues of sign language, education, and language policy. 相似文献
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We report results showing that working memory for American Sign Language (ASL) is sensitive to irrelevant signed input (and other structured visual input) in a manner similar to the effects of irrelevant auditory input on working memory for speech. Deaf signers were disrupted on serial recall of lists of ASL signs when either pseudosigns or moving shapes were presented during a retention interval. Hearing subjects asked to recall lists of printed English words did not show disruption under the same interference conditions. The results favor models that hypothesize modality-specific representations of language within working memory, as opposed to amodal representations. The results further indicate that working memory for sign language involves visual or quasi-visual representations, suggesting parallels to visuospatial working memory. 相似文献
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The study examined the role of sign language and fingerspelling in the development of the reading and writing skills of deaf children and youth. Twenty-six deaf participants (13 children, 13 adolescents), whose first language was Chilean Sign Language (CHSL), were examined. Their dactylic abilities were evaluated with tasks involving the reading and writing of dactylic and orthographic codes. The study included three experiments: (a) the identification of Chilean signs and fingerspelled words, (b) the matching of fingerspelled words with commercial logos, and (c) the decoding of fingerspelled words and the mapping of these words onto the writing system. The results provide convergent evidence that the use of fingerspelling and sign language is related to orthographic skills. It is concluded that fingerspelling can facilitate the internal representation of words and serve as a supporting mechanism for reading acquisition. 相似文献
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Forty students enrolled in the course 74.153, Introduction to Sign Language, at Bloomsburg University of Pennsylvania participated in a study using an interactive videodisc system to teach sign language vocabulary. The experimental group (n = 20) learned signs via an interactive videodisc system while the control group (n = 20) learned the same signs through a traditional classroom approach. Results indicated no significant differences between the groups in their ability to recognize signs. In addition, the experimental group took one-third less time to learn as many signs as the control group. 相似文献