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Part of
Understanding Deafness, Language and Cognitive Development: Essays in honour of Bencie Woll
Edited by Gary Morgan
[Trends in Language Acquisition Research 25] 2020
► pp. 1–13

Chapter 1
Deafness, cognition and language

Developmental perspectives

This opening chapter sets the scene for the volume by describing in the first section what researchers mean by a native user of a signed language, and what differences exist between the deaf child who has deaf parents and those in the vast majority of cases from hearing families. This experience of late or reduced exposure to accessible language can have far reaching consequences and in this introduction chapter the areas of early interaction and later cognitive development are highlighted. The second half of the chapter describes the contents of the book by summarizing the key findings from each chapter. The chapter concludes with some future research questions for language development research that follow on from this volume.

Article outline
  • Aims of this book
  • Changes in how deaf children are learning language
  • Who are native signers?
  • Oral versus signed language exposure
  • What does deafness/modality mean for related cognitive skills and brain plasticity?
  • Deaf children’s changing experience of education
  • What is in the book?
  • References
Published online: 26 February 2020
DOI logo
https://doi.org/10.1075/tilar.25.01mor
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Tolchinsky, Liliana & Ruth A. Berman
2023. Growing into Language, DOI logo

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