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Sign, language, and gesture in the brain: Some comments
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In: Behavioral and Brain Sciences , 40 , Article e49. (2017) (In press). (2017)
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| 2 |
Characterizing College Algebra Students' Mathematical Problem Solving
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| 3 |
The relative contributions of speechreading and vocabulary to deaf and hearing children's reading ability
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| 4 |
Spelling of derivational and inflectional suffixes by Greek-speaking children with and without dyslexia
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In: READING AND WRITING , 27 (2) 337 - 358. (2014) (2014)
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How do Typically Developing Deaf Children and Deaf Children with Autism Spectrum Disorder Use the Face When Comprehending Emotional Facial Expressions in British Sign Language?
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In: Journal of Autism and Developmental Disorders , 44 2584 - 2592. (2014) (2014)
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| 6 |
How do Typically Developing Deaf Children and Deaf Children with Autism Spectrum Disorder Use the Face When Comprehending Emotional Facial Expressions in British Sign Language?
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In: J Autism Dev Disord , 44 (10) pp. 2584-2592. (2014) (2014)
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Abstract:
Facial expressions in sign language carry a variety of communicative features. While emotion can modulate a spoken utterance through changes in intonation, duration and intensity, in sign language specific facial expressions presented concurrently with a manual sign perform this function. When deaf adult signers cannot see facial features, their ability to judge emotion in a signed utterance is impaired (Reilly et al. in Sign Lang Stud 75:113-118, 1992). We examined the role of the face in the comprehension of emotion in sign language in a group of typically developing (TD) deaf children and in a group of deaf children with autism spectrum disorder (ASD). We replicated Reilly et al.'s (Sign Lang Stud 75:113-118, 1992) adult results in the TD deaf signing children, confirming the importance of the face in understanding emotion in sign language. The ASD group performed more poorly on the emotion recognition task than the TD children. The deaf children with ASD showed a deficit in emotion recognition during sign language processing analogous to the deficit in vocal emotion recognition that has been observed in hearing children with ASD.
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URL: http://discovery.ucl.ac.uk/1427451/
http://discovery.ucl.ac.uk/1427451/1/art_10.1007_s10803-014-2130-x.pdf
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| 7 |
Cochlear implantation (CI) for prelingual deafness: the relevance of studies of brain organization and the role of first language acquisition in considering outcome success.
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In: Frontiers in Human Neuroscience , 8 , Article 834 . (2014) (2014)
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| 8 |
Speechreading development in deaf and hearing children: Introducing the test of child speechreading
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| 9 |
Speechreading development in deaf and hearing children: introducing the test of child speechreading.
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In: J Speech Lang Hear Res , 56 (2) 416 - 426. (2013) (2013)
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| 10 |
How does visual language affect crossmodal plasticity and cochlear implant success?
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In: Neurosci Biobehav Rev , 37 (10 Part 2) pp. 2621-2630. (2013) (2013)
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| 11 |
How does visual language affect crossmodal plasticity and cochlear implant success?
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In: Neuroscience and Biobehavioral Reviews , 37 (10) 2621 - 2630. (2013) (2013)
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| 12 |
How does visual language affect crossmodal plasticity and cochlear implant success?
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| 13 |
Brain bases for seeing speech: FMRI studies of speechreading
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In: In: UNSPECIFIED (76 - 103). (2012) (2012)
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| 14 |
The signer and the sign: Cortical correlates of person identity and language processing from point-light displays
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In: Neuropsychologia , 49 (11) 3018 - 3026. (2011) (2011)
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| 15 |
Speechreading and the Bruce-Young model of face recognition: Early findings and recent developments
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In: BRIT J PSYCHOL , 102 704 - 710. (2011) (2011)
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| 16 |
Superior temporal activation as a function of linguistic knowledge: Insights from deaf native signers who speechread
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In: BRAIN LANG , 112 (2) 129 - 134. (2010) (2010)
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| 17 |
Editorial
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In: In: SCAND J PSYCHOL. (pp. 367 - 369). WILEY-BLACKWELL PUBLISHING, INC (2009) (2009)
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| 18 |
Editorial
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In: SCAND J PSYCHOL , 50 (5) 367 - 369. (2009) (2009)
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