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Related Concept Videos

Language Development01:22

Language Development

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Children master language quickly and with relative ease, supported by both biological predisposition and reinforcement. B. F. Skinner (1957) proposed that language is learned through reinforcement, while Noam Chomsky (1965) argued that language acquisition mechanisms are biologically determined.
The critical period for language acquisition suggests that the ability to acquire language is at its peak early in life. As people age, this proficiency decreases. Language development begins very...
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Learning Disabilities01:25

Learning Disabilities

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Learning disabilities are cognitive disorders caused by neurological impairments that affect cognitive functions like language and reading, without indicating overall intellectual or developmental challenges. These disabilities differ from global intellectual or developmental disabilities as they are limited to distinct cognitive functions. Common learning disabilities include dysgraphia, dyslexia, and dyscalculia, each of which impacts unique aspects of learning.
Dyslexia
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Language and Cognition01:27

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Language serves as a bridge between ideas and communication, influencing how individuals perceive and interact with the world. Psychologists have long debated whether language shapes thought or vice versa. This discussion gained grip with Edward Sapir and Benjamin Lee Whorf in the 1940s, who proposed that language determines thought, a concept known as linguistic determinism. They suggested that the vocabulary and structure of a language influence how its speakers think and perceive reality.
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Components of Language01:24

Components of Language

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Language, whether spoken, signed, or written, consists of specific components: lexicon and grammar. The lexicon is the vocabulary of a language, comprising its words. Grammar is the set of rules used to convey meaning through the lexicon. For example, English grammar adds “-ed” to most verbs to indicate past tense. Words are formed by combining phonemes, which are the basic sound units of a language. Different languages have different sets of phonemes (e.g., “ah” vs.
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When we hear a sound, our nervous system is detecting sound waves—pressure waves of mechanical energy traveling through a medium. The frequency of the wave is perceived as pitch, while the amplitude is perceived as loudness.
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Updated: Aug 22, 2025

Involving Individuals with Developmental Language Disorder and Their Parents/Carers in Research Priority Setting
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Deaf Children Need Rich Language Input from the Start: Support in Advising Parents.

Tom Humphries1, Gaurav Mathur2, Donna Jo Napoli3

  • 1Department of Communication, University of California at San Diego, La Jolla, CA 92093, USA.

Children (Basel, Switzerland)
|November 11, 2022
PubMed
Summary

Bilingual bimodalism offers significant benefits for deaf children. Early, accessible visual language input and multimodal exposure are crucial for language acquisition and development.

Keywords:
bilingual bimodal educationbimodal-bilingual childrearingdeaf childrenindividual and family well-beingsign language

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Area of Science:

  • Developmental Psychology
  • Linguistics
  • Deaf Education

Background:

  • Deaf children face unique challenges in language acquisition.
  • A speech-only environment can pose cognitive and psycho-social risks.
  • Bilingual bimodalism is increasingly recognized as beneficial.

Purpose of the Study:

  • To highlight the advantages of bilingual bimodalism for deaf children.
  • To advocate for early and comprehensive language exposure.
  • To propose a support system for families with deaf children.

Main Methods:

  • Review of existing research on language acquisition in deaf children.
  • Analysis of the impact of different communication environments.
  • Development of a proposed family support model.

Main Results:

  • Deaf signing children outperform non-signing peers, irrespective of cochlear implant use.
  • Linguistic deprivation in early childhood can lead to adverse lifelong effects.
  • Early multimodal language exposure is vital for first-language acquisition.

Conclusions:

  • Comprehensible multimodal language exposure and early visual language input are essential.
  • A support program including an adult deaf presence is recommended for families.
  • Investing in such support is more cost-effective than addressing linguistic deprivation.