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Klappentext This newest volume asks, 'Does growing up deaf or having sign language as a first language affect children's cognitive development?' The result is a unique exploration of the connection between what happens in the mind and what is communicated to others. Much of the discussion revolves around deaf children and sign language, but the applied and theoretical implications go to the roots of the study of language and thought. Zusammenfassung This volume considers the extent to which the use of sign language affects the course and character of cognitive development. The understanding of the relationship between language and cognition has occupied psychologists and linguists for centuries, and may be enhanced by the study of signing. Inhaltsverzeichnis Chapter 1. Relations of Language and Thought: Where Do Deaf Children Lead Us? Chapter 2. Universals. Generalizability and the Acquisition of Signed Language Chapter 3. The Modular Effects of Sign Language Acquisition Chapter 4. Read the Lips: Speculations on the Nature and Role of Lipreading in Cognitive and Academic Development of Deaf Chidren Commentary Chapter 5. Making Faces: Coextant Domains for Language and Visual Cognition Chapter 6. In Support of the Language Acquisition Device Chapter 7. Modules and the Informational Encapsulation of Language Processes Chapter 8. Models, Modules, and Modality
