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Signed and spoken language: a unique underlying system?

S Peperkamp1, J Mehler

  • 1Laboratoire de Sciences Cognitives et Psycholinguistique, EHESS-CNRS, Paris, France. sharon@lscp.ehess.fr

Language and Speech
|April 18, 2000
PubMed
Summary
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Sign language research in cognitive neuroscience and psycholinguistics reveals brain differences. Deaf children may acquire sign language as readily as hearing children acquire spoken language.

Area of Science:

  • Cognitive Neuroscience
  • Psycholinguistics

Background:

  • Sign language is a recent focus in cognitive neuroscience and psycholinguistics.
  • Research compares spoken and signed language in terms of cortical representations and early acquisition.

Purpose of the Study:

  • To review and compare research on spoken and signed language.
  • To investigate inconsistencies between clinical neuropsychology and imaging data for sign language.
  • To explore early language acquisition in deaf children using sign language.

Main Methods:

  • Review of clinical neuropsychological data for sign language.
  • Analysis of neuroimaging data for sign language processing.
  • Survey of psycholinguistic research on early spoken and signed language acquisition.

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Main Results:

  • Clinical and imaging data show partial inconsistencies regarding brain hemisphere involvement in sign language.
  • Both methods indicate left hemisphere involvement, but imaging data also highlights the right hemisphere.
  • Deaf children may acquire sign language with similar ease to hearing children acquiring spoken language.

Conclusions:

  • Contrasting findings in sign language neuroscience warrant further investigation.
  • Early acquisition of sign language by deaf children appears feasible under optimal conditions.
  • More research is needed to fully understand the relationship between language types, brain structures, and acquisition processes.