In:Understanding Deafness, Language and Cognitive Development: Essays in honour of Bencie Woll
Edited by Gary Morgan
[Trends in Language Acquisition Research 25] 2020
► pp. 213–214
Index
Published online: 26 February 2020
https://doi.org/10.1075/tilar.25.index
https://doi.org/10.1075/tilar.25.index
A
- acquisition of sign language82, 85, 90, 116, 183
- age of acquisition10, 93,
97–98, 105, 109
- and processing141, 147
- and the brain208
- American Sign Language3, 33, 99
- and the brain169
- and Cambodia189
- and language assessment55
- and language impairment79
- and iconicity143
- aphasia75, 167
- assessment9,
53–65, 82, 87
- of AUSLAN189
- and education198
- of grammar100
- and intervention85
- and processing137
- audition163
- Autism Spectrum Disorder 73–74
B
- bimodal bilingual166, 172, 195, 197–198
- brain5, 11, 12, 77, 93,
104–105,
159–160,
162–163,
170–171,
173–174,
205–207
- and plasticity5, 11, 123
- British Sign Language15, 34–35, 54, 75, 88, 102, 136, 139, 143, 185
C
- classifiers79, 86,
100–102,
107–108
- and the brain167
- co-enrolment183, 200
- co-morbidity5, 81
- cochlear implants3, 16, 22–26, 28, 95, 103–104, 160, 208
- cognitive development -1, 4–7, 10, 115, 118–119, 122, 126127
- conversation6, 9, 21, 23, 33–38, 40–41, 43, 45, 47, 77–78, 119–121
- critical period3, 93–96, 100–101, 105, 107, 109, 137, 151, 160, 168, 192
D
- deaf community53, 188, 193, 197–198, 205–206
- deaf education7, 125, 184–193, 195–200
- deaf parents1, 3–4, 6, 8, 21, 39, 46, 48, 64, 80, 104, 116, 118, 121, 123, 126, 185, 189, 193, 196
- deaf schools4, 7, 83, 125, 185, 188, 190, 194–195, 198, 200, 208
- developmental language disorder9, 81
- dissociation78, 96, 107, 150
- dynamic assessment54, 58–62
E
- early communication 6–8, 15–16, 22, 116
- environment1, 7–8, 12, 17, 27, 38n3, 61–62, 74, 95, 117, 119, 121, 126–127, 135, 144, 184, 196, 198
- executive functions6, 46, 115, 118–119, 122
- eye-gaze in conversation 33–35, 37–38, 40–42
- eye-tracking and sign language 136–138
F
- fMRI 75–76, 161
H
- hearing parents 3–6, 19, 21–22, 24–25, 27, 82, 98, 117–118, 120, 123, 152, 185, 196, 208
I
- iconicity108, 151
- and processing 142–144
- input
2–4, 25, 62,
98–100,
104–105,
115–118, 134, 146
- and language impairment 74–75
- and critical period 94–95
- and cochlear implant103
- and cognitive development123
- and processing136
- and the brain168
- and bilingualism196
- intellectual disability 61–63
- interaction
2–3,
15–17, 19, 26,
33–41,
47–51, 124, 127, 139
- and autism80
- intervention8,
25–28, 61,
85–87, 189
- and cochlear implant103, 117
J
- joint attention
15–21,
120–122
- and cochlear implant 23–26
- and interaction 27–28
- and Theory of Mind119
L
- Landau-Kleffner Syndrome 73–75
- language comprehension62, 88, 133–134, 137–138
- language development 1–11, 17–18, 26–28, 74–75, 93–99, 104–105, 115–119, 134–135, 144, 184, 191, 208
- language production 144–151, 167
- late language learning 100–102, 208
- linguistic savant95, 105
M
- mainstreaming4, 7, 188
- modality 5–6, 18, 34, 36, 62, 64, 76, 82, 84, 87, 94–98, 105, 107–108, 133–134, 137–138, 144, 149–150, 160, 163–164, 166–167, 169–174, 196–197, 207–208
- morphology58, 81, 83, 96, 98–100, 102, 106–107
N
- narrative55, 63, 78, 80, 138, 148
- native signer2, 77, 80, 99
P
- phonology63, 81, 83, 95, 97, 142, 150, 164, 170–171
- pointing17
- pragmatics6, 58
- priming172
- private speech 125–126
R
- reading4, 102, 183, 188, 192, 206
- receptive skills54, 56, 81, 83
S
- savant81, 93, 95, 105, 113
- semantics58, 81, 83, 150
- sentence repetition83
- sign bilingual education 54–55, 183–184, 186–193, 196–197, 199–200
- sign language
2–3, 25,
34–39,
97–139,
141–145,
147–148,
166–173,
184–185
- in education 187–200
- Sign Language of the Netherlands36, 64, 72
- Sign Supported English (SSE)61, 77
- signing space40, 76, 98–99, 146
- specific language impairment70, 73–74, 81, 89
- syntax58, 78, 81, 83, 95–96, 103, 106–109
T
- teachers of the deaf125, 185, 192
- teaching practices184, 192, 197
- theory of mind1, 6, 36, 46, 51–52, 81, 85–86, 88–89, 91, 115, 118–119, 127, 129–131, 207
- tip of the fingers150, 157
- total communication189, 191
- transfer105, 108, 192, 196
- turn-taking8, 22–23, 33–38, 40, 46, 115
V
- verb agreement78, 99–100, 102
- visual attention 19–21, 34, 37–38, 40, 43, 47, 135, 137, 140–142, 151
- visuo-spatial106, 108, 168
W
- web-based assessment55
- Williams Syndrome74, 77
- working memory84, 123, 125–126, 162–163, 170–174
