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THE ACQUISITION OF FINGERSPELLING IN...

University of Rochester.

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THE ACQUISITION OF FINGERSPELLING IN PRE-SCHOOL CHILDREN.

紀錄類型:	書目-語言資料,印刷品 : Monograph/item
正題名/作者:	THE ACQUISITION OF FINGERSPELLING IN PRE-SCHOOL CHILDREN./
作者:	AKAMATSU, CAROL TANE.
面頁冊數:	208 p.
附註:	Source: Dissertation Abstracts International, Volume: 43-06, Section: B, page: 2020.
Contained By:	Dissertation Abstracts International43-06B.
標題:	Psychology, Experimental. -
電子資源:	http://pqdd.sinica.edu.tw/twdaoapp/servlet/advanced?query=8221594

THE ACQUISITION OF FINGERSPELLING IN PRE-SCHOOL CHILDREN.
AKAMATSU, CAROL TANE.

THE ACQUISITION OF FINGERSPELLING IN PRE-SCHOOL CHILDREN. - 208 p.

Source: Dissertation Abstracts International, Volume: 43-06, Section: B, page: 2020.

Thesis (Ph.D.)--University of Rochester, 1982.

Fingerspelling is a manual communication system in which English words are spelled, using a different hand configuration (HC) for each letter of the word, in a one-to-one correspondence to the orthographic form. Fingerspelling has also been demonstrated to be the mechanism by which American Sign Language (ASL) borrows words from English. Therefore fingerspelling exhibits characteristics of both ASL and English. A close examination of how children acquire this system may give some insight into the structure and processing of fingerspelling.Subjects--Topical Terms:

517106
Psychology, Experimental.

THE ACQUISITION OF FINGERSPELLING IN PRE-SCHOOL CHILDREN.
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245 1 4 $a THE ACQUISITION OF FINGERSPELLING IN PRE-SCHOOL CHILDREN.
300 $a 208 p.
500 $a Source: Dissertation Abstracts International, Volume: 43-06, Section: B, page: 2020.
502 $a Thesis (Ph.D.)--University of Rochester, 1982.
520 $a Fingerspelling is a manual communication system in which English words are spelled, using a different hand configuration (HC) for each letter of the word, in a one-to-one correspondence to the orthographic form. Fingerspelling has also been demonstrated to be the mechanism by which American Sign Language (ASL) borrows words from English. Therefore fingerspelling exhibits characteristics of both ASL and English. A close examination of how children acquire this system may give some insight into the structure and processing of fingerspelling.
520 $a The purpose of this study was to document the acquisition of fingerspelling by pre-school age children. Three hearing children of deaf parents were videotaped monthly for six months for 20-30 minutes per session. The children ranges in age from 3;8 to 5;3, and were native users of ASL and English. Transcriptions were analyzed for overall HC usage in fingerspelling and imitated vs. spontaneous fingerspelling.
520 $a Data on HC usage showed that although the children were physically able to produce the necessary HC's, their productions were heavily biased toward developmentally early forms. In addition, the children showed a tendency to produce more difficult HC's while imitating and simpler ones while spontaneously fingerspelling. Moreover, the HC used for an attempted spontaneous fingerspelling often bore no relation to the letters of the target word.
520 $a An analysis of movement in the children's fingerspelling revealed a great similarity between the fingerspelling of the adults and the children, suggesting that the children were attending to the movements of the adult rather than to HC. This suggests that a model of fingerspelling must include information about movement. I propose a "movement envelope," a three-dimensional space that extends for the duration of the word. Changes in the shape of the envelope are determined by the movement of the hand as it changes HC. It is possible that the shape of the movement envelope, rather than specific HC's, is used as a checkpoint in processing. This conceptualization is supported in the literature on adult perception of fingerspelling.
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