Liben Deaf Children

Developmental Perspectives
1. Auflage 2013
ISBN: 978-1-4832-1855-7
Verlag: Elsevier Science & Techn.
Format: PDF
Kopierschutz: 1 - PDF Watermark

E-Book, Englisch, 262 Seiten, Web PDF

Deaf Children: Developmental Perspectives aims to identify new areas of research, evaluation, and application related to deafness. The book discusses the development of deaf children; the methodological issues in research with deaf children; and the structural properties of American sign language. The text also describes the acquisition of signed and spoken language; speculations concerning deafness and learning to read; future prospects in language and communication for the congenitally deaf. The role of vision in language acquisition by deaf children; research and clinical issues on impulse control in deaf children; and the effects of deafness on childhood development are also considered. The book further tackles the education implications of research and theory with the deaf; developmental perspectives on the experiential deficiencies of deaf children; and the development of the deaf individual and the deaf community. Scholars interested in more general issues within disciplines such as sociology, developmental psychology, linguistics, psycholinguistics, experimental psychology, communication, clinical psychology, psychiatry, and education will find the text invaluable.

Autoren/Hrsg.

Liben, Lynn S.

Inhaltsverzeichnis

1;Front Cover;1
2;Deaf Children: Developmental Perspectives;4
3;Copyright Page;5
4;Table of Contents;6
5;List of Contributors;12
6;Preface;14
7;PART I: INTRODUCTION;18
7.1;Chapter 1. The Development of Deaf Children: An Overview of Issues;20
7.1.1;INTRODUCTION;20
7.1.2;INDIVIDUAL DIFFERENCES IN DEAFNESS;20
7.1.3;FAMILY ENVIRONMENTS;22
7.1.4;LINGUISTIC ENVIRONMENTS;23
7.1.5;EDUCATIONAL ENVIRONMENTS;30
7.1.6;SUMMARY;35
7.1.7;REFERENCES;35
7.2;Chapter 2. The "Natural History" of a Research Project: An Illustration of Methodological Issues in Research with Deaf Children;38
7.2.1;CRITERIA AND PROCEDURES FOR RECRUITMENT OF SUBJECTS;39
7.2.2;SELECTION OF MATCHING OR COMPARISON GROUPS;48
7.2.3;OTHER POTENTIAL VARIABLES FOR THE SELECTION OF SUBJECTS;50
7.2.4;SUMMARY AND CONCLUSIONS;55
7.2.5;REFERENCES;55
8;PART II: LINGUISTIC ISSUES;58
8.1;Chapter 3. Structural Properties of American Sign Language;60
8.1.1;BASIC ISSUES IN THE STUDY OF SIGN LANGUAGE;62
8.1.2;ON PANTOMIME AND SIGNS;65
8.1.3;HISTORICAL CHANGE IN AMERICAN SIGN LANGUAGE;68
8.1.4;ON THE INTERNAL STRUCTURE OF SIGNS: EVIDENCE FROM THE EXPERIMENTAL STUDY OF SHORT-TERM MEMORY;70
8.1.5;SLIPS OF THE HAND;77
8.1.6;GRAMMATICAL PROCESSES;78
8.1.7;SUMMARY;84
8.1.8;REFERENCES;84
8.2;Chapter 4. The Acquisition of Signed and Spoken Language ;86
8.2.1;TRADITIONAL TRANSMISSION OF AMESLAN: DEAF CHILDREN OF DEAF PARENTS;87
8.2.2;CONNIE'S CHILDREN;88
8.2.3;THE PROCESS OF LEARNING BIMODAL LANGUAGE;88
8.2.4;FIRST SIGNS;90
8.2.5;WORD-SIGN ORDER;91
8.2.6;END OF WORDS-SIGNS;92
8.2.7;PERCEPTUAL SALIENCE AND OTHER MORPHEMES;99
8.2.8;SUMMARY;101
8.2.9;REFERENCES;101
8.3;Chapter 5. Some Speculations Concerning Deafness and Learning To Read;104
8.3.1;LOCUS OF THE PROBLEM;105
8.3.2;COGNITIVE FACTORS;106
8.3.3;SOME ASPECTS OF LINGUISTIC STRUCTURE RELEVANT TO READING;107
8.3.4;A PROSPECTUS FOR ONE STAGE IN READING DEVELOPMENT;110
8.3.5;SUMMARY;116
8.3.6;REFERENCES;116
8.4;Chapter 6. Future Prospects in Language and Communication for the Congenitally Deaf;120
8.4.1;THE EARLY ACQUISITION OF LANGUAGE;121
8.4.2;AN IDEAL WRITTEN LANGUAGE;124
8.4.3;CROSS-MODALITY TRANSFORMATION RULES AND SUPPLEMENTARY COMMUNICATION DEVICES;128
8.4.4;SUMMARY AND CONCLUSIONS;130
8.4.5;REFERENCES;131
8.5;Chapter 7. On the Role of Vision in Language Acquisition by Deaf Children;132
8.5.1;VISION AS A CHANNEL FOR LANGUAGE ACQUISITION;134
8.5.2;MANUAL SIGNING;137
8.5.3;THE VISUAL REPRESENTATION OF SPEECH;139
8.5.4;READING;142
8.5.5;REFERENCES;149
9;PART III: SOCIAL DEVELOPMENT;152
9.1;Chapter 8. Impulse Control in Deaf Children: Research and Clinical Issues;154
9.1.1;RESEARCH ON IMPULSE CONTROL IN DEAF CHILDREN: A REVIEW;158
9.1.2;ETIOLOGY OF POOR IMPULSE CONTROL IN DEAF PEOPLE: THEORETICAL ALTERNATIVES;160
9.1.3;PARENTAL HEARING STATUS: IMPLICATIONS FOR IMPULSE CONTROL;162
9.1.4;IMPLICATIONS FOR INTERVENTION;168
9.1.5;REFERENCES;169
9.2;Chapter 9. The Effects of Deafness on Childhood Development: An Eriksonian Perspective;174
9.2.1;INFANCY: THE DEVELOPMENT OF TRUST;175
9.2.2;EARLY CHILDHOOD: AUTONOMY VERSUS SHAME AND DOUBT;178
9.2.3;LATER CHILDHOOD: INITIATIVE VERSUS GUILT;183
9.2.4;SUMMARY;184
9.2.5;REFERENCES;184
10;PART IV: EDUCATIONAL AND CULTURAL CONTEXTS;188
10.1;Chapter 10. Current Research and Theory with the Deaf: Educational Implications
;190
10.1.1;THE RESEARCH TO APPLICATION PROCESS;191
10.1.2;CONTRIBUTIONS OF ETHOLOGY;193
10.1.3;RELATIONSHIP OF THOUGHT, LANGUAGE, AND DEAFNESS;196
10.1.4;MANUAL COMMUNICATION, SIGN LANGUAGE, AND TOTAL COMMUNICATION;202
10.1.5;SUMMARY;206
10.1.6;REFERENCES;207
10.2;Chapter 11. Developmental Perspectives on the Experiential Deficiencies of Deaf Children;212
10.2.1;A PIAGETIAN PERSPECTIVE ON EXPERIENTIAL DEFICIENCIES;214
10.2.2;THE DEAF CHILD'S ENVIRONMENT;215
10.2.3;SUMMARY AND CONCLUSIONS;227
10.2.4;REFERENCES;228
10.3;Chapter 12. The Development of the Deaf Individual and the Deaf Community;234
10.3.1;INSTITUTIONAL CONTROL;237
10.3.2;FAMILY DYNAMICS AND SOCIAL INTERACTION;240
10.3.3;INDIVIDUAL FUNCTIONING;242
10.3.4;CONCLUSION;246
10.3.5;REFERENCES;247
11;Author Index;252
12;Subject Index;258