By David S. Martin
Now to be had in paperback; ISBN 1-56368-110-2
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Extra info for Advances in cognition, education, and deafness
To all, then, I express deep gratitude for bringing this volume to reality. Page xiii CONTRIBUTORS Ms. Dinaz Adenwalla Department of Education Gallaudet University Washington, DC 20002 Dr. Tane Akamatsu Department of Education Michigan State University East Lansing, MI 488241034 Dr. Jesus Alegria Centre Comprendre et Parler Université Libré de Bruxelles Brussels, Belgium Dr. David Alexander Marie H. Katzenbach School for the Deaf West Trenton, NJ 086250535 Dr. D. K. M139PL Dr. David F. Armstrong Budget Office Gallaudet University Washington, DC 200023695 Ms.
Brutton, M. 1953. A study of visual perception in deaf children. Acta Oto-Laryngologica, Supplementum, 105. , & Stanton, M. 1941. The psychology of the physically disabled. New York: Crofts & Company. Rosenstein, J. 1961. Perception, cognition and language in deaf children. Exceptional Children 27(3):276-284. Vernon, M. 1967. Relationship of language to the thinking process. Archives of Genetic Psychiatry 16(3):325-333. Page 10 2 THE LINK BETWEEN HAND AND BRAIN Page 11 The Link Between Hand and Brain: Implications from a Visual Language Ursula Bellugi The occasion of the Second International Symposium on Cognition, Education, and Deafness evoked memories of Edward Corbett's keynote address (1985) at Gallaudet's First International Symposium.
What are the differences between spoken and signed languages? That was really our central research question for a long time. What we wanted to do was sift out the properties that are common across all languages and then look at the special properties with respect to sign language on the surface. We are looking at the effect of having a language for the eyes rather than for the earsa language that is designed and suited specifically for vision. Signed languages clearly present test cases of communication systems that have developed in alternative transmission systems: in visual-gestural channels.