DEAFNESS AND DEVELOPMENT

此应用程序请求对以下方面的研究提供支持 耳聋与发育。申请者将进行密集的 在发展中学习，定义广泛，获得专门知识 在聋儿的认知和语言发展中起重要作用。这 将包括在当地进行监督研究，访问位于 其他机构和个人，协同监管 研究。学习和研究的最终目的是 阐明语言和认知在发展中的相互作用。 聋儿的认知和语言灵活性 主要是通过对创意的调查， 非字面语言生产。有意的非字面语言 使用需要认知、语言和元语言技能 据报道，失聪儿童缺乏。然而，由PI进行的研究 向他们展示了语言和认知的灵活性 根据手势进行评估，可与听力正常的同行相媲美 语言产出，而不是英语理解。这个 这些能力的程度将在几个月内进一步调查 研究(包括主要的纵向研究)，其中儿童将 创作故事以新颖的主题。将对产品进行分析，以确定 非字面结构的数量和类型。结果也将 根据测试电池分接的性能来考虑 口头、形象和概念上的灵活性。这些和其他 研究将考察两人的认知和语言能力 实验室和自然环境中的手语和口语失聪 以确定语言创造力在多大程度上体现在 失聪儿童依赖于手语的使用，而不是或 除了一些更一般的认知成分。相关 这项工作将比较手语和手语的理解和记忆 印刷比喻语言判断聋人是否 自发地理解非字面意义(就像听力一样) 或者使用完全不同的解释过程。

This application requests support for research and study on deafness and development. The applicant will undertake intensive study in development, broadly defined, obtaining special expertise in the cognitive and language development of deaf children. This will involve supervised study locally, visits to laboratories at other institutions and individual and collaborative supervised research. The ultimate goal of the study and research is to clarify the interaction of language and cognition in development. The cognitive and language flexibility of deaf children be examined primarily through the investigation of creative, nonliteral language production. Intentional nonliteral language use requires cognitive, linguistic, and metalinguistic skill that deaf children are reported to lack. Research by the PI, however has shown them to display linguistic and cognitive flexibilities comparable to hearing peers when evaluated in terms of sign language production rather then English comprehension. The extent of these abilities will be investigated further in several studies (including major longitudinal study), in which children will create stories to novel themes. Productions will be analyzed for the quantity and type of nonliteral construction. Results also will be considered in terms of performance on a test battery tapping verbal, figural, and conceptual flexibility. These and other studies will examine cognitive and linguistic abilities of both signing and oral deaf in both laboratory and naturalistic settings to determine the extent to which the linguistic creativity seen in deaf children is tied to the use of sign language rather than or in addition to some more general cognitive component. Related work will compare comprehension and memory for signed and printed figurative language to determine whether the deaf spontaneously comprehend nonliteral meaning (as do the hearing) or use fundamentally different interpretation processes.