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Atypical signed language development: a case study of challenges with visual-spatial processing.

David Quinto-Pozos1, Jenny L Singleton, Peter C Hauser

  • 1a Department of Linguistics , University of Texas at Austin , Austin , TX , USA.

Cognitive Neuropsychology
|December 19, 2013
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Summary
This summary is machine-generated.

Children acquiring signed languages, like American Sign Language (ASL), may link language and spatial skills. This study examines a deaf adolescent with ASL difficulties, suggesting visual-spatial challenges impacted her language acquisition.

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Area of Science:

  • Linguistics
  • Developmental Psychology
  • Cognitive Science

Background:

  • Signed languages utilize articulatory space for grammar, topography, and spatial depiction.
  • Acquisition of signed languages may depend on concurrent visual-spatial development.
  • The relationship between spatial cognition and signed language acquisition is a key research area.

Observation:

  • A case study of a deaf adolescent with average intelligence, a native signer of American Sign Language (ASL).
  • The individual exhibited early difficulties with spatial aspects of ASL.
  • She demonstrated generally good ASL skills but struggled with specific spatial tasks.

Findings:

  • The adolescent showed particular difficulties with tasks requiring attention to ASL's topographic space and shifts in visual perspective.
  • These challenges were noted in classifier use and referential shifts within ASL.
  • The study identified specific visual-spatial processing deficits in the participant.

Implications:

  • Difficulties in visual-spatial abilities can impede the acquisition of spatially-dependent aspects of signed languages like ASL.
  • This case highlights the critical interplay between visual-spatial processing and linguistic development in signed language acquisition.
  • Further research is needed to understand the precise mechanisms linking spatial cognition and signed language learning.