Early language exposure affects real-time language processing

At the Deaf Center, we study how language impacts brain development in deaf children. In our study, "Real-Time Processing of ASL Signs: Delayed First Language Acquisition Affects Organization of the Mental Lexicon", conducted by Amy M. Lieberman, Arielle Borovsky, Marla Hatrak, and Rachel I. Mayberry, we explored how learning American Sign Language (ASL) later in childhood changes how deaf people perceive signs.

Key Findings

We worked with two groups of deaf adults: one group learned ASL from birth, while the other group began learning ASL later in childhood. Using eye-tracking technology, we measured how quickly they understood ASL signs.

People who started learning ASL early processed both the form (how the sign looks) and meaning of the sign almost instantly. They recognized signs efficiently, showing how early exposure to language builds strong mental connections. However, late learners had more difficulty with sign forms and relied more on the overall meaning of the sign. This shows that delays in learning ASL can change the way the brain organizes and processes language, making it harder to quickly recognize signs.

What This Means for Parents and Educators

Our research highlights why early language exposure is so important. The earlier deaf children are introduced to ASL, the better their brains can organize and process language. For families, this means that starting ASL early—whether at home or through early intervention programs—can make a big difference in a child’s language skills later on.

For educators and professionals working with deaf children, this study shows that providing early access to language, whether through ASL or spoken language, is critical. Early language exposure supports cognitive development, which in turn leads to better academic outcomes and social interactions.

Read the full paper.