Publisher's Synopsis
The relationship of language to cognition, especially in development, is an issue that has occupied philosophers, psychologists, and linguists for centuries. In recent years, the scientific study of signed languages and deaf individuals has greatly enhanced our understanding of deafness, language, and cognition. This Counterpoints volume will consider the extent to which the use of sign language might affect the course and character of cognitive development, and will present a variety of viewpoints in this debate.
