David Quinto‐pozo
Dados Biográficos
| ID | 1035262 |
|---|---|
| NOME | David Quinto‐pozo |
| PRENOMES | David |
| SOBRENOME | Quinto‐pozo |
| ASSINATURA | POZO D Q |
| AFILIAÇÕES | The University of Texas at Austin |
| ORCID | 0000-0003-0344-1875 |
| VERIFICADO | Sim |
| TOTAL DE OBRAS | 17 |
| TOTAL DE CITAÇÕES | 69 |
| TOTAL COMO AUTOR | 17 |
| TOTAL COMO EDITOR | 0 |
| PRIMEIRO ANO DE PUBLICAÇÃO | 2007 |
| ANO MAIS RECENTE DE PUBLICAÇÃO | 2026 |
| ÍNDICE H | 5 |
Sequential structure and diachronic assimilation in signed languages
Assimilatory processes are generally understood to rely on sequential structure: a target element adopts features of a preceding or following element. While signed languages arguably show less sequential structure than spoken languages, there are several areas of the grammar of signed languages where sequential structure is evident and the conditions for assimilatory processes are available. Previous work has explored coarticulatory effects in si…
Examining signed language challenges of early- and late-exposed deaf children
Many deaf and hard of hearing (DHH) children who are exposed to a signed language acquire their language with seemingly little effort and communicate effectively with other signers. However, some children struggle with aspects of comprehension or production, and their communication with other signers is hindered. An online survey was used to gather estimates from professionals who work with signing DHH children about aspects of signed language co…
Advances in the Historical Linguistics of Signed Languages
Scholarship in the field of sign historical linguistics has made important progress in recent years. Here we survey this progress in three areas of research that have received the most attention to date, namely, (i) qualitative approaches to understanding the typical pathways of diachronic change in signed languages, (ii) quantitative approaches to signed language classification, and (iii) archival approaches to historical sociolinguistic researc…
Disability does not negatively impact linguistic visual-spatial processing for hearing adult learners of a signed language
The majority of adult learners of a signed language are hearing and have little to no experience with a signed language. Thus, they must simultaneously learn a specific language and how to communicate within the visual-gestural modality. Past studies have examined modality-unique drivers of acquisition within first and second signed language learners. In the former group, atypically developing signers have provided a unique axis—namely, disabilit…
L2 Learners' Signed Language Processing Relates, in Part, to Perspective-Taking Skills
The comprehension of signed language requires linguistic and visual-spatial processing, such as perspective-taking for correctly interpreting the layout of a spatial scene. However, little is known about how adult second-language (L2) learners process visual-spatial constructions in a signed language that they are studying, including which angles of viewing are most challenging to process and whether there are relationships between perspective-ta…
Introduction to the Special Issue
Additional language (L2/Ln) research largely focuses on learners whose first languages are spoken and who are learning additional spoken languages. In the past few decades, sign languages have become increasingly popular for hearing students in schools. These students must not only learn the vocabulary and grammar of sign languages but also manage a different modality (that is, the channels of production and reception of language) than their firs…
Comprehension benefits of visual-gestural iconicity and spatial referencing
Studies have shown that iconicity can provide a benefit to non-signers during the learning of single signs, but other aspects of signed messages that might also be beneficial have received less attention. In particular, do other features of signed languages help support comprehension of a message during the process of language learning? The following exploratory study investigates the comprehension of sentences in two signed and two spoken langua…
Teaching Signed Languages
A signed language that is acquired naturally by a deaf or hearing child, for instance within a family or a Deaf school setting, can typically be described as a first language (L1) for the child; such a language could be labeled as signed language L1 , or SL1 . The acquisition of a signed language can also consist in learning that takes place after a deaf or hearing person has already acquired an L1; hereafter we refer to a language acquired in su…
A Developmental Disorder of Signed Language Production in a Native Deaf Signer of ASL
Evidence for a Developmental Language Disorder (DLD) could surface with language processing/comprehension, language production, or a combination of both. Whereas, various studies have described cases of DLD in signing deaf children, there exist few detailed examples of deaf children who exhibit production issues in the absence of processing or comprehension challenges or motor deficits. We describe such a situation by detailing a case study of "G…
Reference switching in sign and speech
Human languages contain a variety of tools for referencing agents, locations, arguments of predicates, and other entities that are introduced, described, and attributed actions within sentences. While there are similarities across modalities, there also exist notable differences. For example, signed languages are articulated with two hands, and sometimes one of them serves referencing functions while the other produces complementary signs. Additi…
A Case of Specific Language Impairment in a Deaf Signer of American Sign Language
This article describes the case of a deaf native signer of American Sign Language (ASL) with a specific language impairment (SLI). School records documented normal cognitive development but atypical language development. Data include school records; interviews with the child, his mother, and school professionals; ASL and English evaluations; and a comprehensive neuropsychological and psychoeducational evaluation, and they span an approximate peri…
Linguistic, gestural, and cinematographic viewpoint
Multimodal narrative can help us understand how conceptualizers schematize information when they create mental representations of films and may shed light on why some cinematic conventions are easier or harder for viewers to integrate. This study compares descriptions of a shot/reverse shot sequence (a sequence of camera shots from the viewpoints of different characters) across users of English and American Sign Language (ASL). We ask which gestu…
Second language acquisition across modalities
A study was conducted to examine production variability in American Sign Language (ASL) in order to gain insight into the development of motor control in a language produced in another modality. Production variability was characterized through the spatiotemporal index (STI), which represents production stability in whole utterances and is a function of variability in effector displacement waveforms (Smith et al., 1995). Motion capture apparatus w…
Lexicalisation and de-lexicalisation processes in sign languages
In this paper, we compare so-called "classifier" constructions in signed languages (which we refer to as "depicting constructions") with comparable iconic gestures produced by non-signers. We show clear correspondences between entity constructions and observer viewpoint gestures on the one hand, and handling constructions and character viewpoint gestures on the other. Such correspondences help account for both lexicalisation and de-lexicalisation…
Register variation in mimetic gestural complements to signed language
Sign language contact and interference
This work concerns structural outcomes of contact between Mexican Sign Language (LSM) and American Sign Language (ASL). A brief description of the social environment that leads to contact between LSM and ASL along the U.S.–Mexico border is provided, and two claims are advanced: (i) Contact between sign languages can exhibit characteristics of contact between spoken languages (e.g., interference), but there are also unique features of signed-langu…
Can constructed action be considered obligatory
Lexicalisation and de-lexicalisation processes in sign languages
In this paper, we compare so-called "classifier" constructions in signed languages (which we refer to as "depicting constructions") with comparable iconic gestures produced by non-signers. We show clear correspondences between entity constructions and observer viewpoint gestures on the one hand, and handling constructions and character viewpoint gestures on the other. Such correspondences help account for both lexicalisation and de-lexicalisation…
Can constructed action be considered obligatory
Register variation in mimetic gestural complements to signed language
Sign language contact and interference
This work concerns structural outcomes of contact between Mexican Sign Language (LSM) and American Sign Language (ASL). A brief description of the social environment that leads to contact between LSM and ASL along the U.S.–Mexico border is provided, and two claims are advanced: (i) Contact between sign languages can exhibit characteristics of contact between spoken languages (e.g., interference), but there are also unique features of signed-langu…
Second language acquisition across modalities
A study was conducted to examine production variability in American Sign Language (ASL) in order to gain insight into the development of motor control in a language produced in another modality. Production variability was characterized through the spatiotemporal index (STI), which represents production stability in whole utterances and is a function of variability in effector displacement waveforms (Smith et al., 1995). Motion capture apparatus w…
L2 Learners' Signed Language Processing Relates, in Part, to Perspective-Taking Skills
The comprehension of signed language requires linguistic and visual-spatial processing, such as perspective-taking for correctly interpreting the layout of a spatial scene. However, little is known about how adult second-language (L2) learners process visual-spatial constructions in a signed language that they are studying, including which angles of viewing are most challenging to process and whether there are relationships between perspective-ta…
Linguistic, gestural, and cinematographic viewpoint
Multimodal narrative can help us understand how conceptualizers schematize information when they create mental representations of films and may shed light on why some cinematic conventions are easier or harder for viewers to integrate. This study compares descriptions of a shot/reverse shot sequence (a sequence of camera shots from the viewpoints of different characters) across users of English and American Sign Language (ASL). We ask which gestu…
Can constructed action be considered obligatory
Sign language contact and interference
This work concerns structural outcomes of contact between Mexican Sign Language (LSM) and American Sign Language (ASL). A brief description of the social environment that leads to contact between LSM and ASL along the U.S.–Mexico border is provided, and two claims are advanced: (i) Contact between sign languages can exhibit characteristics of contact between spoken languages (e.g., interference), but there are also unique features of signed-langu…
Register variation in mimetic gestural complements to signed language
Lexicalisation and de-lexicalisation processes in sign languages
In this paper, we compare so-called "classifier" constructions in signed languages (which we refer to as "depicting constructions") with comparable iconic gestures produced by non-signers. We show clear correspondences between entity constructions and observer viewpoint gestures on the one hand, and handling constructions and character viewpoint gestures on the other. Such correspondences help account for both lexicalisation and de-lexicalisation…
Second language acquisition across modalities
A study was conducted to examine production variability in American Sign Language (ASL) in order to gain insight into the development of motor control in a language produced in another modality. Production variability was characterized through the spatiotemporal index (STI), which represents production stability in whole utterances and is a function of variability in effector displacement waveforms (Smith et al., 1995). Motion capture apparatus w…
Linguistic, gestural, and cinematographic viewpoint
Multimodal narrative can help us understand how conceptualizers schematize information when they create mental representations of films and may shed light on why some cinematic conventions are easier or harder for viewers to integrate. This study compares descriptions of a shot/reverse shot sequence (a sequence of camera shots from the viewpoints of different characters) across users of English and American Sign Language (ASL). We ask which gestu…
A Case of Specific Language Impairment in a Deaf Signer of American Sign Language
This article describes the case of a deaf native signer of American Sign Language (ASL) with a specific language impairment (SLI). School records documented normal cognitive development but atypical language development. Data include school records; interviews with the child, his mother, and school professionals; ASL and English evaluations; and a comprehensive neuropsychological and psychoeducational evaluation, and they span an approximate peri…
Teaching Signed Languages
A signed language that is acquired naturally by a deaf or hearing child, for instance within a family or a Deaf school setting, can typically be described as a first language (L1) for the child; such a language could be labeled as signed language L1 , or SL1 . The acquisition of a signed language can also consist in learning that takes place after a deaf or hearing person has already acquired an L1; hereafter we refer to a language acquired in su…
A Developmental Disorder of Signed Language Production in a Native Deaf Signer of ASL
Evidence for a Developmental Language Disorder (DLD) could surface with language processing/comprehension, language production, or a combination of both. Whereas, various studies have described cases of DLD in signing deaf children, there exist few detailed examples of deaf children who exhibit production issues in the absence of processing or comprehension challenges or motor deficits. We describe such a situation by detailing a case study of "G…
Reference switching in sign and speech
Human languages contain a variety of tools for referencing agents, locations, arguments of predicates, and other entities that are introduced, described, and attributed actions within sentences. While there are similarities across modalities, there also exist notable differences. For example, signed languages are articulated with two hands, and sometimes one of them serves referencing functions while the other produces complementary signs. Additi…
Comprehension benefits of visual-gestural iconicity and spatial referencing
Studies have shown that iconicity can provide a benefit to non-signers during the learning of single signs, but other aspects of signed messages that might also be beneficial have received less attention. In particular, do other features of signed languages help support comprehension of a message during the process of language learning? The following exploratory study investigates the comprehension of sentences in two signed and two spoken langua…
Disability does not negatively impact linguistic visual-spatial processing for hearing adult learners of a signed language
The majority of adult learners of a signed language are hearing and have little to no experience with a signed language. Thus, they must simultaneously learn a specific language and how to communicate within the visual-gestural modality. Past studies have examined modality-unique drivers of acquisition within first and second signed language learners. In the former group, atypically developing signers have provided a unique axis—namely, disabilit…
L2 Learners' Signed Language Processing Relates, in Part, to Perspective-Taking Skills
The comprehension of signed language requires linguistic and visual-spatial processing, such as perspective-taking for correctly interpreting the layout of a spatial scene. However, little is known about how adult second-language (L2) learners process visual-spatial constructions in a signed language that they are studying, including which angles of viewing are most challenging to process and whether there are relationships between perspective-ta…
Introduction to the Special Issue
Additional language (L2/Ln) research largely focuses on learners whose first languages are spoken and who are learning additional spoken languages. In the past few decades, sign languages have become increasingly popular for hearing students in schools. These students must not only learn the vocabulary and grammar of sign languages but also manage a different modality (that is, the channels of production and reception of language) than their firs…
Advances in the Historical Linguistics of Signed Languages
Scholarship in the field of sign historical linguistics has made important progress in recent years. Here we survey this progress in three areas of research that have received the most attention to date, namely, (i) qualitative approaches to understanding the typical pathways of diachronic change in signed languages, (ii) quantitative approaches to signed language classification, and (iii) archival approaches to historical sociolinguistic researc…
Sequential structure and diachronic assimilation in signed languages
Assimilatory processes are generally understood to rely on sequential structure: a target element adopts features of a preceding or following element. While signed languages arguably show less sequential structure than spoken languages, there are several areas of the grammar of signed languages where sequential structure is evident and the conditions for assimilatory processes are available. Previous work has explored coarticulatory effects in si…
Examining signed language challenges of early- and late-exposed deaf children
Many deaf and hard of hearing (DHH) children who are exposed to a signed language acquire their language with seemingly little effort and communicate effectively with other signers. However, some children struggle with aspects of comprehension or production, and their communication with other signers is hindered. An online survey was used to gather estimates from professionals who work with signing DHH children about aspects of signed language co…
Hearing Impairment and Communication (17 obras) · Sign language (17 obras) · Linguistics (14 obras) · Psychology (13 obras) · Computer Science (12 obras) · American Sign Language (10 obras) · Language, Discourse, Communication Strategies (10 obras) · Artificial Intelligence (8 obras) · Hand Gesture Recognition Systems (6 obras) · Comprehension (5 obras)