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Cai, Zhenguang G.; Zhao, Nan; Lin, Hao; Xu, Zebo; Thierfelder, Philip – Journal of Experimental Psychology: Learning, Memory, and Cognition, 2023
In three structural priming experiments, we investigated whether deaf and hearing writers differ in the processes and representations underlying written language production. Experiment 1 showed that deaf writers of Mandarin Chinese exhibited comparable extents of structural priming and comparable lexical boosts, suggesting that syntactic encoding…
Descriptors: Deafness, Writing (Composition), Written Language, Mandarin Chinese
Krebs, Julia; Malaia, Evie; Wilbur, Ronnie B.; Roehm, Dietmar – Journal of Experimental Psychology: Learning, Memory, and Cognition, 2021
Nonsigners viewing sign language are sometimes able to guess the meaning of signs by relying on the overt connection between form and meaning, or iconicity (cf. Ortega, Özyürek, & Peeters, 2020; Strickland et al., 2015). One word class in sign languages that appears to be highly iconic is classifiers: verb-like signs that can refer to location…
Descriptors: Sign Language, Psycholinguistics, Verbs, Morphology (Languages)
Caselli, Naomi K.; Pyers, Jennie E. – Journal of Experimental Psychology: Learning, Memory, and Cognition, 2020
Lexical iconicity--signs or words that resemble their meaning--is overrepresented in children's early vocabularies. Embodied theories of language acquisition predict that symbols are more learnable when they are grounded in a child's firsthand experiences. As such, pantomimic iconic signs, which use the signer's body to represent a body, might be…
Descriptors: American Sign Language, Vocabulary Development, Lexicology, Semantics
Manhardt, Francie; Özyürek, Asli; Sümer, Beyza; Mulder, Kimberley; Karadöller, Dilay Z.; Brouwer, Susanne – Journal of Experimental Psychology: Learning, Memory, and Cognition, 2020
To talk about space, spoken languages rely on arbitrary and categorical forms (e.g., left, right). In sign languages, however, the visual-spatial modality allows for iconic encodings (motivated form-meaning mappings) of space in which form and location of the hands bear resemblance to the objects and spatial relations depicted. We assessed whether…
Descriptors: Speech Communication, Sign Language, Attention, Spatial Ability
Emmorey, Karen; Li, Chuchu; Petrich, Jennifer; Gollan, Tamar H. – Journal of Experimental Psychology: Learning, Memory, and Cognition, 2020
When spoken language (unimodal) bilinguals switch between languages, they must simultaneously inhibit 1 language and activate the other language. Because American Sign Language (ASL)-English (bimodal) bilinguals can switch into and out of code-blends (simultaneous production of a sign and a word), we can tease apart the cost of inhibition (turning…
Descriptors: Bilingualism, Code Switching (Language), Task Analysis, Second Language Learning
Ortega, Gerardo; Özyürek, Asli; Peeters, David – Journal of Experimental Psychology: Learning, Memory, and Cognition, 2020
When learning a second spoken language, cognates, words overlapping in form and meaning with one's native language, help breaking into the language one wishes to acquire. But what happens when the to-be-acquired second language is a sign language? We tested whether hearing nonsigners rely on their gestural repertoire at first exposure to a sign…
Descriptors: Hearing (Physiology), Second Language Learning, Sign Language, Brain Hemisphere Functions
Navarrete, Eduardo; Peressotti, Francesca; Lerose, Luigi; Miozzo, Michele – Journal of Experimental Psychology: Learning, Memory, and Cognition, 2017
In this study, we investigated how activation unfolds in sign production by examining whether signs that are not produced have their representations activated by semantics (cascading of activation). Deaf signers were tested with a picture-picture interference task. Participants were presented with pairs of overlapping pictures and named the green…
Descriptors: Foreign Countries, Semantics, Sign Language, Interference (Language)
Dias, Patricia; Villameriel, Saúl; Giezen, Marcel R.; Costello, Brendan; Carreiras, Manuel – Journal of Experimental Psychology: Learning, Memory, and Cognition, 2017
This study investigated whether language control during language production in bilinguals generalizes across modalities, and to what extent the language control system is shaped by competition for the same articulators. Using a cued language-switching paradigm, we investigated whether switch costs are observed when hearing signers switch between a…
Descriptors: Code Switching (Language), Bilingualism, Sign Language, Reaction Time
Lieberman, Amy M.; Borovsky, Arielle; Hatrak, Marla; Mayberry, Rachel I. – Journal of Experimental Psychology: Learning, Memory, and Cognition, 2016
In this reply to Salverda (2016), we address a critique of the claims made in our recent study of real-time processing of American Sign Language (ASL) signs using a novel visual world eye-tracking paradigm (Lieberman, Borovsky, Hatrak, & Mayberry, 2015). Salverda asserts that our data do not support our conclusion that native signers and…
Descriptors: American Sign Language, Eye Movements, Phonology, Visual Perception
Salverda, Anne Pier – Journal of Experimental Psychology: Learning, Memory, and Cognition, 2016
Lieberman, Borovsky, Hatrak, and Mayberry (2015) used a modified version of the visual-world paradigm to examine the real-time processing of signs in American Sign Language. They examined the activation of phonological and semantic competitors in native signers and late-learning signers and concluded that their results provide evidence that the…
Descriptors: American Sign Language, Deafness, Native Speakers, Second Language Learning
Lieberman, Amy M.; Borovsky, Arielle; Hatrak, Marla; Mayberry, Rachel I. – Journal of Experimental Psychology: Learning, Memory, and Cognition, 2015
Sign language comprehension requires visual attention to the linguistic signal and visual attention to referents in the surrounding world, whereas these processes are divided between the auditory and visual modalities for spoken language comprehension. Additionally, the age-onset of first language acquisition and the quality and quantity of…
Descriptors: American Sign Language, Language Processing, Deafness, Adults
Bosworth, Rain G.; Emmorey, Karen – Journal of Experimental Psychology: Learning, Memory, and Cognition, 2010
Iconicity is a property that pervades the lexicon of many sign languages, including American Sign Language (ASL). Iconic signs exhibit a motivated, nonarbitrary mapping between the form of the sign and its meaning. We investigated whether iconicity enhances semantic priming effects for ASL and whether iconic signs are recognized more quickly than…
Descriptors: Priming, Semantics, Familiarity, American Sign Language
Thompson, Robin L.; Vinson, David P.; Vigliocco, Gabriella – Journal of Experimental Psychology: Learning, Memory, and Cognition, 2010
Signed languages exploit the visual/gestural modality to create iconic expression across a wide range of basic conceptual structures in which the phonetic resources of the language are built up into an analogue of a mental image (Taub, 2001). Previously, we demonstrated a processing advantage when iconic properties of signs were made salient in a…
Descriptors: Sign Language, Interference (Language), Language Processing, Decision Making
Thompson, Robin L.; Vinson, David P.; Vigliocco, Gabriella – Journal of Experimental Psychology: Learning, Memory, and Cognition, 2009
Signed languages exploit iconicity (the transparent relationship between meaning and form) to a greater extent than spoken languages. where it is largely limited to onomatopoeia. In a picture-sign matching experiment measuring reaction times, the authors examined the potential advantage of iconicity both for 1st- and 2nd-language learners of…
Descriptors: American Sign Language, Reaction Time, Native Speakers, Second Language Learning
Hudson Kam, Carla L.; Chang, Ann – Journal of Experimental Psychology: Learning, Memory, and Cognition, 2009
When language learners are exposed to inconsistent probabilistic grammatical patterns, they sometimes impose consistency on the language instead of learning the variation veridically. The authors hypothesized that this regularization results from problems with word retrieval rather than from learning per se. One prediction of this, that easing the…
Descriptors: Probability, Adult Learning, Adult Students, Language Processing
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