The current project examines the relationship between language and cognition in children’s acquisition of spatial language in American Sign Language (ASL). ASL is unique because spatial relationships are expressed with iconic constructions that directly map real-world spatial relationships. Although iconic constructions are most common in the language, lexicalized spatial prepositions are occasionally used. In cross-sectional study, signing children between the ages of two and seven will complete a spatial language task that tests their comprehension of lexical prepositions and of iconic representations of space. All participants will complete higher-order relational tasks that measure relational reasoning about space. I predict that children will first acquire lexicalized spatial prepositions, which then foster an understanding of relational similarity. Only when signing children transition to higher-order relational thinking are they able to interpret iconic representations of space. Thus, comprehension of spatial language in ASL may be dependent on understanding relational similarity.

The student involved in this project will help with data collection and coding. Ideally, the student will have some knowledge of sign language, be comfortable with Macintosh computers, and be open to new research experiences. The involvement of a junior research partner on this project will allow for speedier completion of the proposed project.