The Development of Analogical Reasoning in Deaf Children and Their Parents' Communication Mode

Abstract

The purpose of this article is to analyze the results of a study of the development of analogical reasoning in deaf children coming from two different linguistic environments (deaf children of deaf parents--sign language, deaf children of hearing parents--spoken language) and in hearing children, as well as to compare two groups of deaf children to a group of hearing children. In order to estimate the development of children's analogical reasoning, especially the development of their understanding of different logical relations, two age groups were singled out in each population of children: younger (9- and 10-year-olds) and older (12- and 13-year-olds). In this way it is possible to assess the influence of early and consistent sign-language communication on the development of the conceptual system in deaf children and to establish whether early and consistent sign-language communication with deaf children affects their mental development to the same extent as early and consistent spoken-language communication with hearing children. The children were given three series of analogy tasks based on different logical relations: (a) a series of verbal analogy tasks (the relations of opposite, part-whole, and causality); (b) a series of numerical analogy tasks (the relations of class membership, opposite, and part-whole); and (c) a series of figural-geometric analogy tasks (the relations of opposite and part-whole). It was found that early and consistent sign-language communication with deaf children plays an almost equivalent role in the development of verbal, numerical, and spatial reasoning by analogy as early and consistent spoken-language communication with hearing children.

American Sign Language Syntax and Analogical Reasoning Skills Are Influenced by Early Acquisition and Age of Entry to Signing Schools for the Deaf

“…When given an analogical reasoning assessment using polish-sign language, native signers performed on par with typically developing hearing children who were given an equivalent assessment in written Polish. Henner (2016), in his dissertation, demonstrated that the best predictor of performance on an ASL language based analogical reasoning assessment was ASL vocabulary ability, thereby building on the work of Bandurski and Galkowski (2004).…”

“…Edwards et al (2011) argued that historically low performance of Deaf children on analogical reasoning assessments, including language based analogical reasoning, may be related to language deprivation. Bandurski and Galkowski (2004), studied this in a sample of Deaf children who were native signers of Polish-sign language. When given an analogical reasoning assessment using polish-sign language, native signers performed on par with typically developing hearing children who were given an equivalent assessment in written Polish.…”

Ototoxic Hearing Loss and Retinoblastoma Patients

“…Children who receive cochlear implants www.intechopen.com Retinoblastoma -An Update on Clinical, Genetic Counseling, Epidemiology and Molecular Tumor Biology 48 within the age range of 2-6 years perform well on speech reception and production tasks, with better performance seen in children implanted earlier rather than later in life (Brackett & Zara, 1998). Deaf children with early exposure to manual communication developed linguistic skills in a manner similar to normal-hearing children who received early exposure to spoken language (Bandurski & Galkowski, 2004). These findings underscore the importance of early intervention on the development of hearing-impaired children.…”

The relationship between reasoning and language ability: comparing children with cochlear implants and children with typical hearing

“…Few studies have evaluated the reasoning ability of DHH children [28][29][30][31][32][33]. Davidson et al [32] found that children with CI have domain-specific problems with verbal cognitive skills but perform comparably to peers with TH on a nonverbal reasoning task.…”