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The phenomenon of echolalia is cited as an instance of articulate speech in the absence of the ability and/or the motivation to
communicate. Conversely, sign language as used by the deaf provides an example of a communicative process which does not depend on the presence of a functioning vocal-auditory system. Contrasting aspects of the early development of congenitally blind children, who tend to be autistic and echolalic, and congenitally deaf children, who show no such propensities, are then considered. The fact of blindness appears to interfere with the establishment of early mother-infant bonding. The child, therefore, does not establish either self-object differentiation or internalized self and object representations. Although his vocalauditory system matures and he can make articulate speech sounds, he is likely to remain echolalic and incapable of using speech for communicative (i.e., language) purposes. No analogous interference with differentiation and internalization characterizes the development of the congenitally deaf youngster. Because he establishes a well-differentiated sense of self and is capable of entering into relations with external objects and internalized object representations he is motivated to communicate and will do so effectively if he is provided with an appropriate medium—e.g., sign language—for the purpose.