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Teaching Sign Language to Hearing Children as a Possible Factor in Cognitive Enhancement.

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Title: Teaching Sign Language to Hearing Children as a Possible Factor in Cognitive Enhancement.
Authors: Capirci, O.1, Cattani, A.1, Rossini, P.2, Volterra, V.1
Source: Journal of Deaf Studies & Deaf Education. 1998, Vol. 3 Issue 2, p135-142. 8p.
Subject Terms: *Sign language education, *Control groups, Italian Sign Language, Visual discrimination, Spatial memory
Abstract: We describe an educational experience designed to teach Italian Sign Language (LIS) to a group of hearing children. The hypothesis underlying this experience was that learning a visual-gestural language such as LIS may improve children's at-tentional abilities, visual discrimination, and spatial memory. To examine this hypothesis, we conducted two studies. The first involved an educational experience lasting two years with a group of hearing children attending a Sign Language class from first to second grade. The Raven PM 47 TEST was administered at the beginning and at the end of each school year to children attending the LIS classes and to a control group of children enrolled in the same school but not exposed to LIS. The second study involved an educational experience in first grade. The Raven PM 47 and Corsi's block-tapping tests were administered at the beginning and at the end of the school year to the children attending the LIS classes, to children enrolled in the same school but attending an English class, and to children not exposed to a second language. We found that in both studies the LIS group performed better than the other groups. These results suggest that learning a sign language may lead to a cognitive advancement in hearing children. [ABSTRACT FROM AUTHOR]
Copyright of Journal of Deaf Studies & Deaf Education is the property of Oxford University Press / USA and its content may not be copied or emailed to multiple sites without the copyright holder's express written permission. Additionally, content may not be used with any artificial intelligence tools or machine learning technologies. However, users may print, download, or email articles for individual use. This abstract may be abridged. No warranty is given about the accuracy of the copy. Users should refer to the original published version of the material for the full abstract. (Copyright applies to all Abstracts.)
Database: Education Research Complete
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  Data: Teaching Sign Language to Hearing Children as a Possible Factor in Cognitive Enhancement.
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  Data: <searchLink fieldCode="AR" term="%22Capirci%2C+O%2E%22">Capirci, O.</searchLink><relatesTo>1</relatesTo><br /><searchLink fieldCode="AR" term="%22Cattani%2C+A%2E%22">Cattani, A.</searchLink><relatesTo>1</relatesTo><br /><searchLink fieldCode="AR" term="%22Rossini%2C+P%2E%22">Rossini, P.</searchLink><relatesTo>2</relatesTo><br /><searchLink fieldCode="AR" term="%22Volterra%2C+V%2E%22">Volterra, V.</searchLink><relatesTo>1</relatesTo>
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  Data: <searchLink fieldCode="JN" term="%22Journal+of+Deaf+Studies+%26+Deaf+Education%22">Journal of Deaf Studies & Deaf Education</searchLink>. 1998, Vol. 3 Issue 2, p135-142. 8p.
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  Data: *<searchLink fieldCode="DE" term="%22Sign+language+education%22">Sign language education</searchLink><br />*<searchLink fieldCode="DE" term="%22Control+groups%22">Control groups</searchLink><br /><searchLink fieldCode="DE" term="%22Italian+Sign+Language%22">Italian Sign Language</searchLink><br /><searchLink fieldCode="DE" term="%22Visual+discrimination%22">Visual discrimination</searchLink><br /><searchLink fieldCode="DE" term="%22Spatial+memory%22">Spatial memory</searchLink>
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  Data: We describe an educational experience designed to teach Italian Sign Language (LIS) to a group of hearing children. The hypothesis underlying this experience was that learning a visual-gestural language such as LIS may improve children's at-tentional abilities, visual discrimination, and spatial memory. To examine this hypothesis, we conducted two studies. The first involved an educational experience lasting two years with a group of hearing children attending a Sign Language class from first to second grade. The Raven PM 47 TEST was administered at the beginning and at the end of each school year to children attending the LIS classes and to a control group of children enrolled in the same school but not exposed to LIS. The second study involved an educational experience in first grade. The Raven PM 47 and Corsi's block-tapping tests were administered at the beginning and at the end of the school year to the children attending the LIS classes, to children enrolled in the same school but attending an English class, and to children not exposed to a second language. We found that in both studies the LIS group performed better than the other groups. These results suggest that learning a sign language may lead to a cognitive advancement in hearing children. [ABSTRACT FROM AUTHOR]
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  Data: <i>Copyright of Journal of Deaf Studies & Deaf Education is the property of Oxford University Press / USA and its content may not be copied or emailed to multiple sites without the copyright holder's express written permission. Additionally, content may not be used with any artificial intelligence tools or machine learning technologies. However, users may print, download, or email articles for individual use. This abstract may be abridged. No warranty is given about the accuracy of the copy. Users should refer to the original published version of the material for the full abstract.</i> (Copyright applies to all Abstracts.)
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        Value: 10.1093/oxfordjournals.deafed.a014343
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      – SubjectFull: Italian Sign Language
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              Text: 1998
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