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Blog: Language Deprivation and Deaf Mental Health: Introduction to a Webinar Neil Glickman, Ph.D., University of Massachusetts Medical School
Blog: Language Deprivation and Deaf Mental Health: Introduction to a Webinar Neil Glickman, Ph.D., University of Massachusetts Medical School In many respects, the processes of providing mental health dysfluencies range from mild and barely noticeable to profound care to native users of sign and providing mental health care and complex, but they are often clinically significant in mental to users of spoken languages are comparable. This is health contexts. especially the case when working with deaf people who are At the extreme end of the language deprivation continuum are a- native users of either spoken or sign languages. In those lingual deaf people—people with no or minimal formal language cases, a cultural perspective on Deaf people is often much skills. Hearing people have usually never met such people and more useful than a disability perspective in planning services. may find it hard to believe that human beings with normal Mental health care of culturally Deaf people has many parallels intelligence can be, essentially, language-less. Inside the Deaf with mental health care of other linguistic, social, or cultural Community, however, the problem of language deprivation is well- minorities (Glickman, 2013; Glickman & Gulati, 2003; Glickman known. Programs and specialists that serve D/deaf people usually & Harvey, 1996; Leigh, 2010). Cultural self-awareness, a know some a-lingual or semi-lingual deaf people. respectful, affirmative attitude, a body of specialized In the United States, we are most likely to find a-lingual deaf knowledge about the target community, specialized language, people among immigrants from third world countries where and communication and intervention skills are all essential, as they received minimal education, but you can also find them in they are when working with other minority populations rural, isolated American communities or other places where (Glickman, 1996; Sue, Arredondo, & McDavis, 1992). -
Review: a Study in Human Capacities Reviewed Work(S): Genie. A
Review: A Study in Human Capacities Reviewed Work(s): Genie. A Psycholinguistic Study of a Modern-Day "Wild Child" by Susan Curtiss Susan Goldin-Meadow Science, New Series, Vol. 200, No. 4342. (May 12, 1978), pp. 649-651. Stable URL: http://links.jstor.org/sici?sici=0036-8075%2819780512%293%3A200%3A4342%3C649%3AASIHC%3E2.0.CO%3B2-P Science is currently published by American Association for the Advancement of Science. Your use of the JSTOR archive indicates your acceptance of JSTOR's Terms and Conditions of Use, available at http://www.jstor.org/about/terms.html. JSTOR's Terms and Conditions of Use provides, in part, that unless you have obtained prior permission, you may not download an entire issue of a journal or multiple copies of articles, and you may use content in the JSTOR archive only for your personal, non-commercial use. Please contact the publisher regarding any further use of this work. Publisher contact information may be obtained at http://www.jstor.org/journals/aaas.html. Each copy of any part of a JSTOR transmission must contain the same copyright notice that appears on the screen or printed page of such transmission. The JSTOR Archive is a trusted digital repository providing for long-term preservation and access to leading academic journals and scholarly literature from around the world. The Archive is supported by libraries, scholarly societies, publishers, and foundations. It is an initiative of JSTOR, a not-for-profit organization with a mission to help the scholarly community take advantage of advances in technology. For more information regarding JSTOR, please contact [email protected]. -
Age of Language Acquisition and Prevalence of Suicidal Behavior in a Deaf Population with Co-Occurring Substance Use Disorder
JADARA Volume 51 Number 3 Article 1 2017 Age of Language Acquisition and Prevalence of Suicidal Behavior in a Deaf Population with Co-occurring Substance Use Disorder Jared A. Embree Wright State University Nicole R. Kinzeler Wright State University Susan Fraker Wright State University Sandra Castle Wright State University Josephine F. Wilson Wright State University Follow this and additional works at: https://repository.wcsu.edu/jadara Part of the Social and Behavioral Sciences Commons Recommended Citation Embree, J. A., Kinzeler, N. R., Fraker, S., Castle, S., & Wilson, J. F. (2017). Age of Language Acquisition and Prevalence of Suicidal Behavior in a Deaf Population with Co-occurring Substance Use Disorder. JADARA, 51(3), 1-24. Retrieved from https://repository.wcsu.edu/jadara/vol51/iss3/1 Embree et al.: Age of Language Acquisition and Suicidal Behavior in a Deaf Population Introduction People who are deaf encounter multiple obstacles in gaining knowledge of the world around them, including communication barriers between a deaf person and their parents and teachers, public misconceptions and stigma about deafness, and a scarcity of accessible information during early development (Guthmann & Moore, 2007). These issues are sometimes compounded by delayed exposure to language and cultural misunderstandings in part due to language differences. If language and cultural acquisition are delayed through major developmental milestones of childhood, deaf individuals may have less access to the tools necessary to build social support and a positive social identity. Thus, a person who is first exposed to language at a later point in life will have to confront the emotional ramifications of their childhood isolation (Pettis, 2014; Schaller & Sacks, 1991), and this delay may be tied to mental illness (Flouri, 2005). -
Syntactic Preservation in Alzheimer's Disease
Journal of Speech and Hearing Research, Volume 30, 343-350, September 1987 SYNTACTIC PRESERVATION IN ALZHEIMER'S DISEASE DANIEL KEMPLER SUSANCURTISS CATHERINE JACKSON University of California at Los Angeles Language ability of 20 patients with probable Alzheimer's disease (AD) was evaluated. Analysis of spontaneous speech revealed a normal range and frequency of syntactic constructions but poor lexical use. A writing task showed a similar divergence, with the ability to use syntactic cues significantly more intact than the ability to use semantic cues. The results are taken to indicate that syntactic ability is selectively preserved in AD. These findings are consistent with a modular theory of grammar and of mental functions more generally. A tentative explanation of these phenomena is proposed in which the overlearned and automatic nature of syntactic ability helps account for its resilience to cognitive dissolution and cortical degeneration. Recent research on adult language breakdown has transcortieal sensory and Wernicke's type aphasias were addressed the issue of the potential independence of frequent, while Broea's and transeortical motor aphasia syntactic processes from semantic functions primarily by were absent. Further investigation of snbtest scores reit- investigating the extent to which syntax appears to be erated previous findings: the patients were impaire d in impaired selectively in classical syndromes of focal apha- lexical semantic and cognitive operations, but showed sia. Broca's aphasia has been described as "agram- -
From Languageless Interaction to Enlanguaged Interaction: a Philosophical Study of Ildefonso
Copyright is owned by the Author of the thesis. Permission is given for a copy to be downloaded by an individual for the purpose of research and private study only. The thesis may not be reproduced elsewhere without the permission of the Author. FROM LANGUAGELESS INTERACTION TO ENLANGUAGED INTERACTION: A PHILOSOPHICAL STUDY OF ILDEFONSO A thesis presented in partial fulfilment of the requirements fo r the degree of Doctor of Philosophy In Philosophy At Massey University, Palmerston North, New Zealand Anne Jennifer Mackenzie 1999 11 ABSTRACT This investigation centres on a man, Ildefonso, learning his first language (American Sign Language) at twenty-seven. The prime source of material is Susan Schaller's account of teaching Ildefonso, A Man Without Words. Certain claims about language and education from the Deaf community, and writings of the Deaf are a second important source of material. The deaf individual, not the theory of language as such, is the focus of the issue of languagelessness in these materials and in this dissertation . • Schaller's account throws doubt on some conventional notions of language, and an alternative view of language emerges. Her early lessons are based on conventional ideas: that language is fu ndamentally a symbol system; that language is a tool for transferring information; that vocabulary and grammar are of prime importance. Lessons based on these ideas fail with Ildefonso. Progress occurs when Schaller stops trying to show Ildefonso ASL signs and begins trying to confer with him. Her description of his progress suggests languaging is fu ndamentally a particular kind of interaction. I characterise this as reciprocal back and fo rth interaction, and trace its development in three dialogues between Schaller and Ildefonso. -
Summer Reading
AP PSYCHOLOGY SUMMER READING 2018 Summer Assignments for AP Psychology The assigned reading is as follows: Genie: A Scientific Tragedy The assigned reading is as Januaryfollows: 12, Genie: 1994 by A Russ Scientific Rymer Tragedy, January 12, 1994 by Russ Rymer There are a number of things to consider when reading this book. Students are There are a number of thingsencouraged to consider to when take notes reading and thisponder book. various Students points. areThe encouraged depth of psychology to take notes and ponder variousinterwoven points. The and depththe layers of psychology of implications interwoven of this story and are the immense. layers of Students implications of this story are shouldimmense. identify Students and evaluate should the identify psychological and evalua elementste the found psyc inhological the text. elements found in the text. Complete the following: 1) What influence does the following argument have on the case of Genie: nature vs nurture? 2) What does it mean to be a “feral child” and how does this apply to Genie? 3) Is there any family background that lends itself to understanding the abuse Genie endured (explicit or implicit)? 4) Evaluate the family members, individually and collectively. Further evaluate the community in which Genie lived. 5) Discuss the role of The National Institute of Mental Health (NIMH) in Genie’s case. 6) Identify Susan Curtiss and James Kent. 7) Provide an assessment of Genie’s emotional and cognitive abilities. 8) Where was Genie ‘developmentally’ when discovered? Where should she have been (in terms of age)? 9) Discuss the following: “critical period” and “language acquisition” then state how each relates/applies to Genie’s case. -
Motives of Pinker's Criticism of Whorfian
Sławomir Wacewicz LANGUAGE AND THINKING: MOTIVES OF PINKER’S CRITICISM OF WHORFIAN LINGUISTIC RELATIVISM In The Language Instinct (1995 [1994], henceforth: TLI), a book that despite its popular character has become virtually a classic in discussions concerning the innateness of language, Steven Pinker attacks the broadly understood “Whorfian” standpoint according to which human thinking is influenced in fundamental ways by one’s native language. Due to the status of the author and popularity of the book, it is an influential voice in the ongoing debate on the mutual relation between language and “thought.” Rather than joining this debate, in the present text I would like to examine the construction and integrity of Pinker’s argumentation in TLI. I suggest that this author’s attack on broadly understood interdependence of language and thought is motivated by his general theoretical commitments, rather than by independent evidence. 1. Introduction and the reconstruction of Pinker’s initial position The best way of reconstructing Steven Pinker’s initial position is by situating his views in the general spectrum of approaches present in contemporary Cognitive Science. Pinker’s principal commitments appear to be evolutionary, which is visible in his popular reception, where he is recognised as an evolutionary psychologist much more readily than as a linguist or psycholinguist. Such a theoretical inclination often goes together with two general views: nativism and modularism; views that are separable, but related and mutually supporting. Steven Pinker is an advocate for both nativism and modularism with respect to language, as well as to cognition in general. In crudest terms, nativism is a view according to which human knowledge (or, more generally, the content of the human mind) is in some vital part innate. -
Department of Spanish and Portuguese the Ohio State University 298 Hagerty Hall 1775 College Road Columbus, Ohio 43210
JOHN GRINSTEAD, PH.D. - CURRICULUM VITAE - CONTACT INFORMATION Department of Spanish and Portuguese The Ohio State University 298 Hagerty Hall 1775 College Road Columbus, Ohio 43210 Tel: 614-292-4958 Fax: 614-292-7726 E-mail: [email protected] EDUCATION Ph.D., UCLA, Applied Linguistics, 1998. Dissertation: Subjects, Sentential Negation and Imperatives in Child Spanish and Catalan. M.A., UCLA, Teaching English as a Second Language, 1994. M.A. Thesis: The Emergence of Nominative Case Assignment in Child Catalan and Spanish. B.A., UCLA, Linguistics and Spanish, 1989. Two years of study in Catalan and Spanish Linguistics at La Universitat Autònoma de Barcelona and La Universitat Central de Barcelona. ACADEMIC POSITIONS 2010 – Present Associate Professor, Department of Spanish and Portuguese, Department of Linguistics, The Ohio State University. 2004 – 2010 Assistant Professor, Department of Spanish and Portuguese, Department of Linguistics, The Ohio State University. 1999 – 2004 Assistant Professor, Department of Modern Languages, University of Northern Iowa. 1998 – 1999 Post-Doctoral Fellow for Professor Terry Au on the NIH-funded “Language Acquisition: Timing and Nature of Input”. Department of Psychology, UCLA. ACADEMIC INTERESTS Typical and atypical language development in Spanish, the relationships among mental faculties, formal theories of linguistics in typical and atypical adult speakers of Spanish, second language acquisition and language teaching methodology. GRANTS & AWARDS Extramural Grants National Institute of Mental Health, “Overgeneralization and the Semantics of Negation.” $66,000. The Iowa Regents Fellowship, 2000-2001, “Semantic Overgeneralization: Expletive Negation in Child Russian and Spanish” $5,000 National Science Foundation Dissertation Enhancement Fellowship, 1997. $12,000 National Institutes of Health Cognitive Science Training Grant, 1996. -
Leap of Faith, the Story of a Contemporary Miracle
Leap of Faith, the Story of a Contemporary Miracle A Conversation with Susan Schaller Are there adults living today who have not learned any language, who cannot even conceive of language? They do exist, although, according to Susan Schaller, there's almost nothing written about them. Perhaps that's because, according to the prevailing views of experts, adults who have not acquired language will never be able to do so. This was not an area to which I'd given a single thought until my unexpected meeting with a stranger one day in a Berkeley restaurant. It's a nice coincidence that the unlikely meeting took place in an unlikely setting, on the one afternoon a week that "A Taste of the Himalayas" is taken over by a group of grassroots philanthropists who serve a four-course meal for the price of $0.00. It's Karma Kitchen, where all customers are treated to a pay-it-forward dining experience. The atmosphere that inevitably seems to develop releases some of the reticence of strangers meeting strangers. People are invited to share tables with people they haven't met before. Besides the radical practice of not charging for the meal, it's another piece of the gentle iconoclasm of the place. Without fail, each week lots of stories are generated about unexpected connections, and my meeting Susan Schaller is one of them. Susan was seated directly across the table from me. I'm less anxious than I used to be about meeting strangers, but it's still an awkward process. We were both feeling our way along. -
Language As a Source of Inner Grounding and Flexibility in Abstract Concepts
Words have a weight: language as a source of inner grounding and flexibility in abstract concepts Guy Dove University of Louisville ORCID: 0000-0003-0470-7006 Corresponding author: [email protected] Laura Barca Institute of Cognitive Sciences and Technologies of the Italian National Research Council (ISTC-CNR) ORCID: 0000-0002-8553-7717 Luca Tummolini Institute of Cognitive Sciences and Technologies of the Italian National Research Council (ISTC-CNR) ORCID: 0000-0001-7791-0457 Anna M. Borghi Sapienza University of Rome ORCID: 0000-0001-9455-8408 Words have a weight Words have a weight: language as a source of inner grounding and flexibility in abstract concepts Abstract: The role played by language in our cognitive lives is a topic at the centre of contemporary debates in cognitive (neuro)science. In this paper we illustrate and compare two theories that offer embodied explanations of this role: the WAT (Words As social Tools) and the LENS (Language is an Embodied Neuroenhancement and Scaffold) theories. WAT and LENS differ from other current proposals because they connect the impact of the neurologically realized language system on our cognition to the ways in which language shapes our interaction with the physical and social environment. Examining these theories together, their tenets and supporting evidence, sharpens our understanding of each, but also contributes to a better understanding of the contribution that language might make to the acquisition, representation and use of abstract concepts. Here we focus on how language provides a source of inner grounding, especially metacognition and inner speech, and supports the flexibility of our thought. -
David Rigler Collection of Research Materials Related to Linguistic-Psychological Studies of Genie (Pseudonym), 1895-2003, 1970-2003
http://oac.cdlib.org/findaid/ark:/13030/kt0q2nc69q No online items Finding Aid for the David Rigler Collection of Research Materials related to Linguistic-Psychological Studies of Genie (pseudonym), 1895-2003, 1970-2003 Processed by Elizabeth Sheehan, with assistance from Laurel McPhee, 2006; machine-readable finding aid created by Caroline Cubé. UCLA Library Special Collections Room A1713, Charles E. Young Research Library Box 951575 Los Angeles, CA 90095-1575 Email: [email protected] URL: http://www.library.ucla.edu/libraries/special/scweb/ © 2006 The Regents of the University of California. All rights reserved. 800 1 Descriptive Summary Title: David Rigler Collection of Research Materials related to Linguistic-Psychological Studies of Genie (pseudonym) Date (inclusive): 1895-2003, 1970-2003 Collection number: 800 Creator: Rigler, David. Extent: 74 boxes (37 linear ft.) 2 shoeboxes. 7 oversize boxes. Abstract: "Genie" (b. 1957) is the pseudonym of a young girl raised in an abusive and isolated environment until the age of 13. The collection consists of material that chronicles her discovery and the study and rehabilitation efforts of researchers. Items include reports and essays; correspondence; notes; medical records; diagnostic material; legal paperwork such as depositions, summonses, and settlement agreements; pedagogical material; administrative paperwork; Genie's artwork; articles and clippings; photographs and slides; audio-visual videotapes, cassettes, and film; assorted printed material; and ephemera. Language: Finding aid is written in English. Language of the Material: Materials are in English. Repository: University of California, Los Angeles. Library Special Collections. Los Angeles, California 90095-1575 Physical location: Stored off-site at SRLF. Advance notice is required for access to the collection. -
Social Service Review
Social Service Review Avoiding Linguistic Neglect of Deaf Children --Manuscript Draft-- Manuscript Number: 2016056 Full Title: Avoiding Linguistic Neglect of Deaf Children Short Title: Avoiding Linguistic Neglect of Deaf Children Article Type: Major Article Corresponding Author: Donna Jo Napoli, Ph.D. Swarthmore College Swarthmore, Pennsylvania UNITED STATES Corresponding Author's Institution: Swarthmore College First Author: Tom Humphries, Ph.D. Order of Authors: Tom Humphries, Ph.D. Poorna Kushalnagar, Ph.D. Gaurav Mathur, Ph.D. Donna Jo Napoli, Ph.D. Carol Padden, Ph.D. Christian Rathmann, Ph.D. Scott Smith, MD Order of Authors Secondary Information: Manuscript Region of Origin: UNITED STATES Abstract: Deaf children who are not provided with a sign language early in their development are at risk of linguistic deprivation; they may never be fluent in any language and they may have deficits in cognitive activities that rely on a firm foundation in a first language. These children are socially and emotionally isolated. Deafness makes a child vulnerable to abuse, but if deafness is accompanied by linguistic deprivation, the abuse is compounded because the child is less able to report it. Thus linguistic deprivation is itself child maltreatment. Parents rely on professionals as guides in making responsible choices in raising and educating their deaf children. But lack of expertise on language acquisition and over-reliance on access to speech often result in professionals not recommending that the child be taught a sign language or, worse, that the child be denied sign language. We recommend action that those in the social welfare services can implement immediately, to help protect the health of deaf children.