General programme, activity sheet

Thursday 8 September, 2016 Poster
Pragmatic and social-cognitive skills in the Czech Deaf
Speaker: Eva Filippova, Charles University in Prague

Authors: Filippova, Eva & Hudakova, Andrea

Despite much progress in empirical research of deaf children’s development, claims about deafness as a handicap in development of individuals are still pervasive in the medical discourse of the present-day Czech society. Deaf have been declared to reach lower cognitive milestones compared to their hearing peers, as documented by the statistics for the literacy and ratios of deaf and hearing within their respective populations. Hearing impediment has thus been a blame for the failure of reaching cognitive potentials of these individuals (e.g., Komínek, 2009), along with some of the mainstream societal standards. In a review of over 20 studies, Peterson (2009) demonstrates that only a paucity of even 11-year-old severely deaf children with hearing parents passed standard tasks assessing their social cognition, usually mastered by typically developing 5-year-olds. Moreover, such delays in prelingual hearing-challenged individuals occur in both children with cochlear implants or in those who communicate with their caregivers in sign language. These marked delays come in a sharp contrast with little or no delay documented in deaf children of signing parents. This may be due to the richness of their conversational input during their early ontogeny (Harris 2005, 2006). We hypothesize that the mastery of a sign language in early childhood should warrant intact skills in cognitive domains. Our pilot study has been testing Czech deaf and hearing children’s language skills and their respective skills in the domain of social cognition (i.e., theory-of-mind abilities). As a first endeavor of this kind in the Czech Deaf community, our aim has been to document that deaf individuals can, indeed, reach the full potential as can their hearing peers provided they have the tools to communicate with and represent through a complex independent language in whatever modality. Preliminary data from our pilot study indicate promising findings to support the above hypothesis.
Further information:

Final version (893 KB)

Coffee break and poster session
Place: Hall First floor area A

Other activities in Coffee break and poster session
10:00 h. to 11:00 h.Coffee break


The Contribution of Working memory and Cognitive Flexibility to Children’s Reading Comprehension

Speaker: Hanne Bruun Søndergaard Knudsen, Aalborg University

La competencia lectora en niños con implante coclear: Intervención en el ámbito educativo-familiar

Speaker: Guzmán Pisón del Real, Universidad Complutense de Madrid

La Lengua de Signos Española en el proceso de adquisición de la lengua oral

Speaker: Eva Freijeiro Ocampo, Universidade de Vigo

Predictores del desarrollo de la lectura en español: más allá de las habilidades fonológicas

Speaker: Maria Fernanda Lara Díaz, Universidad Nacional de Colombia

La multimodalidad en las interacciones entre estudiantes sordos al resolver problemas matemáticos.

Speaker: Celia Renata Rosemberg, Consejo Nacional de Investigaciones Científicas y Técnicas
Speaker: Maria del Pilar Fernández Viader, Universitat de Barcelona, Catedrática Facultad Educación

Adquisición simultánea de dos lenguas: Influencia del grado de exposición en el desarrollo léxico y gramatical

Speaker: Anna Amadó Codony, Universitat de Girona

Code switching in written language of biliterate children: An exploratory study

Intersentential Switching in Malayalam-English Bilingual Children

Fonologia e Memória Verbal : Estudo de caso

Speaker: Rosa Maria  Lima, Escola Superior de Educação de Paula Frassinetti,  Profesora Asociada

European Portuguese infants´ communicative development: a longitudinal study

Speaker: Irene Cadime, Universidade do Minho

Rendimientos en comprensión de textos de personas ciegas y personas videntes: un primer análisis comparativo

Speaker: Miguel Pérez Pereira, Universidade de Santiago de Compostela

Análisis de predictores tempranos del desarrollo lingüístico: la coordinación de conductas comunicativas en el desarrollo léxico temprano.

Speaker: Alicia Otones Reyes, Universidad Autónoma de Madrid
Speaker: Carlota Ortega Macias, Universidad Autónoma de Madrid
Speaker: Cristina Rey Díaz, Universidad Autónoma de Madrid

Communicative development of Portuguese infants aged between 8 and 15 months

Speaker: Fernanda Parente Viana, University of Minho

El entorno lingüístico de niños pequeños de Argentina. Variaciones en función del nivel socioeconómico

Speaker: Celia Renata Rosemberg, Consejo Nacional de Investigaciones Científicas y Técnicas

El papel de la imitación espontánea e inmediata en el desarrollo lingüístico y comunicativo temprano

Speaker: Alba Teno Miján, Universidad Autónoma de Madrid
Speaker: Lidia Pardo Alba, Universidad Autónoma de Madrid

Before and After with Temporal and Spatial Meaning in Language Acquisition

Speaker: Veronika Harmati-Pap, Hungarian Academy of Sciences - Research Institute for Linguistics; Pázmány Péter Catholic Univ.

Léxico y calidad textual: el desarrollo léxico en la producción no nativa

Speaker: Elisa Rosado, Universitat Autònoma de Barcelona

Linguistic interfaces and narrative development in deaf learners’ bilingual acquisition of sign language and written language

Speaker: Carolina Plaza-Pust, J. W. Goethe-Universitaet Frankfurt