Giezen Marcel R, Baker Anne E, Escudero Paola
Laboratory for Language and Cognitive Neuroscience, San Diego State University, 6495 Alvarado Road, Suite 200, San Diego, CA 92120.
J Deaf Stud Deaf Educ. 2014 Jan;19(1):107-25. doi: 10.1093/deafed/ent040. Epub 2013 Sep 30.
The effect of using signed communication on the spoken language development of deaf children with a cochlear implant (CI) is much debated. We report on two studies that investigated relationships between spoken word and sign processing in children with a CI who are exposed to signs in addition to spoken language. Study 1 assessed rapid word and sign learning in 13 children with a CI and found that performance in both language modalities correlated positively. Study 2 tested the effects of using sign-supported speech on spoken word processing in eight children with a CI, showing that simultaneously perceiving signs and spoken words does not negatively impact their spoken word recognition or learning. Together, these two studies suggest that sign exposure does not necessarily have a negative effect on speech processing in some children with a CI.
使用手语交流对接受人工耳蜗植入（CI）的聋儿口语发展的影响备受争议。我们报告了两项研究，这些研究调查了除口语之外还接触手语的人工耳蜗植入儿童的口语单词与手语处理之间的关系。研究1评估了13名人工耳蜗植入儿童的快速单词和手语学习情况，发现两种语言模式下的表现呈正相关。研究2测试了使用手语辅助语音对8名人工耳蜗植入儿童口语单词处理的影响，结果表明同时感知手语和口语单词不会对他们的口语单词识别或学习产生负面影响。这两项研究共同表明，接触手语不一定会对一些人工耳蜗植入儿童的语音处理产生负面影响。
