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Defining the Role Of Language in Infants' Object Categorization with Eye-tracking Paradigms
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Semantic categorization: a comparison between deaf and hearing children.

Ellen A Ormel1, Martine A R Gijsel, Daan Hermans

  • 1Department of Linguistics, Centre for Language Studies, Radboud University Nijmegen, The Netherlands. E.Ormel@let.ru.nl

Journal of Communication Disorders
|May 4, 2010
PubMed
Summary

Deaf children show weaker semantic categorization for written words than hearing children, with performance linked to sign language skills. Picture-based tasks showed less difference, indicating visual semantic skills may be more robust.

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Area of Science:

  • Cognitive Psychology
  • Developmental Psychology
  • Linguistics

Background:

  • Learning to read presents significant challenges for deaf children, partly due to the limited role of phonology caused by hearing loss.
  • Semantic knowledge, particularly semantic categorization, may play a crucial role in facilitating reading comprehension for deaf learners.

Purpose of the Study:

  • To investigate and compare the semantic categorization abilities of deaf and hearing children using both written words and pictures.
  • To explore the relationship between sign language proficiency and semantic categorization skills in deaf children.
  • To examine developmental trends in semantic categorization across elementary school grades.

Main Methods:

  • Assessed semantic categorization quality in deaf and hearing children at two levels for both written words and pictures.
  • Compared performance between modalities (pictures vs. written words) and between participant groups (deaf vs. hearing).
  • Correlated written word semantic categorization with sign language vocabulary and comprehension in deaf children.

Main Results:

  • Deaf children performed better on picture-based semantic categorization than on written word tasks, unlike hearing children who showed similar performance across modalities.
  • Hearing children significantly outperformed deaf children, especially in written word semantic categorization.
  • For deaf children, performance on written word semantic categorization correlated positively with their sign vocabulary and sign language comprehension.

Conclusions:

  • Semantic categorization abilities differ between deaf and hearing children, with deaf children showing a modality effect favoring pictures over written words.
  • Sign language skills are associated with written word semantic categorization in deaf children, suggesting a potential compensatory mechanism.
  • Semantic categorization development shows limited growth across elementary grades for both groups, highlighting areas for potential intervention.