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Understanding Deafness, Language and Cognitive Development
Essays in honour of Bencie Woll
Editor
The study of childhood deafness offers researchers many interesting insights into the role of experience and sensory inputs for the development of language and cognition. This volume provides a state of the art look at these questions and how they are being applied in the areas of clinical and educational settings. It also marks the career and contributions of one of the greatest scholars in the field of deafness: Bencie Woll. As the field of deafness goes through rapid and profound changes, we hope that this volume captures the latest perspectives regarding the impacts of these changes for our understanding of child development. The volume will be of essential interest to language development researchers as well as teachers and clinical researchers.
[Trends in Language Acquisition Research, 25] 2020. xv, 214 pp.
Publishing status: Available
Published online on 30 January 2020
Published online on 30 January 2020
© John Benjamins
Table of Contents
- ForewordJim Kyle | pp. vii–xv
- Chapter 1. Deafness, cognition and language: Developmental perspectivesGary Morgan | pp. 1–13
- Chapter 2. Early communication in deaf and hearing childrenMargaret Harris and John Clibbens | pp. 15–32
- Chapter 3. Overlap in turn-taking in signed mother–child dyadic and triadic interactionsAnne Baker and Beppie Van den Bogaerde | pp. 33–52
- Chapter 4. The assessment of signed languagesRos Herman, Nicola Grove, Tobias Haug, Wolfgang Mann and Philip Prinz | pp. 53–72
- Chapter 5. Atypical sign language developmentChloë Marshall, Katherine Rowley, Joanna Atkinson, Tanya Denmark, Joanna Hoskins and Jechil Sieratzki | pp. 73–92
- Chapter 6. Age of acquisition effects in language developmentDiane Lillo-Martin, Neil Smith and Ianthi Tsimpli | pp. 93–113
- Chapter 7. Links between language and cognitive development of deaf childrenGary Morgan, Anna Jones and Nicola Botting | pp. 115–131
- Chapter 8. Perception and production of language in the visual modality: Implications for sign language developmentMatthew W. G. Dye and Robin L. Thompson | pp. 133–157
- Chapter 9. Neurobiological insights from the study of deafness and sign languageVelia Cardin, Ruth Campbell, Mairéad MacSweeney, Emil Holmer, Jerker Rönnberg and Mary Rudner | pp. 159–181
- Chapter 10. Educating bilingual and multilingual deaf children in the 21st centuryGladys Tang, Robert Adam and Karen Simpson OBE | pp. 183–204
- Past, present and future?Ruth Campbell | pp. 205–212
- Index | pp. 213–214
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