Semantic and formational clustering in deaf and hearing subjects’ free recall of signs

Liben, Lynn S.; Nowell, Richard C.; Posnansky, Carla J.

doi:10.3758/bf03198249

Cited by 14 publications

(5 citation statements)

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“…An earlier study by Liben, Nowell, and Posnansky (1978) supports the phenomena we report here and our interpretation of them. They examined the extent to which native and non-native signers used the phonological or semantic characteristics of signs to organize learning and long-term retention of sign lists.…”

Section: Discussionsupporting

confidence: 79%

Looking through phonological shape to lexical meaning: The bottleneck of non-native sign language processing

1989

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In two studies, we find that native and non-native acquisition show different effects on sign language processing. Subjects were all born deaf and used sign language for interpersonal communication, but first acquired it at ages ranging from birth to 18. In the first study, deaf signers shadowed (simultaneously watched and reproduced) sign language narratives given in two dialects, American Sign Language (ASL) and Pidgin Sign English (PSE), in both good and poor viewing conditions. In the second study, deaf signers recalled and shadowed grammatical and ungrammatical ASL sentences. In comparison with non-native signers, natives were more accurate, comprehended better, and made different kinds of lexical changes; natives primarily changed signs in relation to sign meaning independent of the phonological characteristics of the stimulus. In contrast, non-native signers primarily changed signs in relation to the phonological characteristics of the stimulus independent oflexical and sentential meaning. Semantic lexical changes were positively correlated to processing accuracy and comprehension, whereas phonological lexical changes were negatively correlated. The effects of non-native acquisition were similar across variations in the sign dialect, viewing condition, and processing task. The results suggest that native signers process lexical structure automatically, such that they can attend to and remember lexical and sentential meaning. In contrast, non-native signers appear to allocate more attention to the task of identifying phonological shape such that they have less attention available for retrieval and memory of lexical meaning.Recent research has uncovered numerous linguistic and psychological parallels between speech and sign language. These striking similarities demonstrate that the process of deriving meaning from linguistic form is very abstract. Changing the peripheral sensory and motor channel of language expression and comprehension from audition and oral articulation to vision and manual articulation does not appear to alter the basic way in which language is processed (Grosjean, 1980;Poizner, Klima, & Bellugi, 1987;Siple, 1982). However, the recent discoveries about sign language characterize the processing of the most

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Section: Discussionsupporting

confidence: 79%

Looking through phonological shape to lexical meaning: The bottleneck of non-native sign language processing

1989

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“…Whereas deaf students frequently employ visual, speech, or sign-based mediation strategies for short-term recall, a deeper semantic coding mechanism appears to be involved in long-term retention. This tendency is seen in the finding that deaf college students spontaneously cluster their delayed recall of ASL signs according to semantic categories rather than according to similarities in sign structure (Liben, Nowell, & Posnansky, 1978). Semantic coding strategies ap-pear to be effectively used in paired-associate verbal learning (Moulton & Beasley, 1975), although deaf students also successfully use a sign formation coding strategy with this task.…”

mentioning

confidence: 99%

The effect of sign language rehearsal on deaf subjects' immediate and delayed recall of English word lists

Bonvillian

Rea

Orlansky

et al. 1987

Applied Psycholinguistics

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The relationship between sign language rehearsal and written free recall was examined by having deaf college students overtly rehearse the sign language equivalents of printed English words. In studies of both immediate and delayed memory, word recall was found to increase as a function of total rehearsal frequency and frequency of appearance in rehearsal sets. The serial recall curves in both memory experiments evidenced a primacy effect, which was interpreted as resulting from increased rehearsal of the words in the initial positions over the course of the list. In contrast to findings from previous short- and long-term memory studies with normally hearing subjects, neither a recency nor a negative recency effect was found. High imagery words were rehearsed and recalled slightly more frequently in immediate memory, but there was no effect resulting from the different imagery values of the stimuli in delayed recall. These results are discussed in relation to current conceptualizations of memory and of linguistic processing by deaf individuals.

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“…The superior recall of semantically related words compared to unrelated words has been demonstrated consistently in the general population (Matthews & Waring, 1972), as well as among deaf (Liben, Nowell, & Posnansky, 1978), intellectually disabled (Nolan, Cottle, & Walker, 1985), and older (Kahana & Wingfield, 2000) populations. Brainerd and Reyna's (2002) fuzzy trace theory accounts for the superior recall of semantically related words compared to unrelated words on the basis that gist traces, which are the concepts behind the words that involve processing the word relations and patterns, ABSTRACT.…”

Section: The Independent Effects Of Emotion and Semantic Relatednessmentioning

confidence: 89%

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2015

PsiChiJournal

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of encouraging, stim u lat ing, and maintaining ex cel lence in schol ar ship, and advancing the sci ence of psy chol ogy. Mem ber ship is open to gradu ate and under gradu ate students mak ing the study of psy chol ogy one of their major interests and who meet Psi Chi's min i mum qual i fi ca tions. Psi Chi is a member of the As so cia tion of Col lege Honor So ci et ies (ACHS), and is an affiliate of the Ameri can Psy cho logi cal As so cia tion (APA) and the Association for Psy cho log i cal Science (APS). Psi Chi's sister honor society is Psi Beta, the na tion al honor society in psychology for com mu nity and junior colleges. Psi Chi functions as a federation of chap ters located at over 1,100 senior col leg es and universities around the world. The Psi Chi Central Office is lo cat ed in Chatta nooga, Ten nessee. A Board of Directors, com posed of psy chol o gy faculty who are Psi Chi members and who are elect ed by the chapters, guides the affairs of the Or ga ni za tion and sets pol i cy with the ap prov al of the chap ters.Psi Chi serves two major goals. The first of these is the Society's ob li ga tion to pro vide ac a dem ic rec og ni tion to its in duc tees by the mere fact of mem ber ship. The sec ond is the opportunity of each of the Society's local chapters to nourish and stim u late the pro fes sion al growth of all members through fellowship and activities de signed to augment and en hance the reg u lar cur ric u lum. In addition, the Or ga ni za tion provides programs to help achieve these goals including con ven tions, research awards and grants competitions, and publication opportunities. JOURNAL PURPOSE STATEMENTThe twofold purpose of the Psi Chi Journal of Psychological Research is to foster and reward the scholarly efforts of psychology students as well as to provide them with a valuable learning experience.ABSTRACT. Test anxiety (TA) is a multifaceted domain defined as "the set of phenomenological, physiological, and behavioral responses that accompany concern about possible negative consequences or failure on an exam or similar evaluative situation" (Zeidner, 1998, p. 17). Despite TA being comprised of various components, current scales do not assess all aspects of TA because they were developed utilizing a theory stating that TA has only two components. Therefore, these scales lack content validity of this construct. The purpose of the present study was to create a scale that more comprehensively measured TA among students. The Test and Examination Anxiety Measure (TEAM) was developed and administered to undergraduate and graduate students (N = 362). The study examined convergent validity with measures of trait anxiety, TA, and academic performance. Results indicated that the TEAM produced optimal reliability (α = .90) and validity. The TEAM had significant positive correlations with the State-Trait Anxiety Inventory (r = .50, p < .001) and the Test Anxiety Inventory (r = .79, p < .001) as well as a significant negative correlation with grade point average. These outcomes showed that the ...

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Semantic and formational clustering in deaf and hearing subjects’ free recall of signs

Cited by 14 publications

References 15 publications

Looking through phonological shape to lexical meaning: The bottleneck of non-native sign language processing

Looking through phonological shape to lexical meaning: The bottleneck of non-native sign language processing

The effect of sign language rehearsal on deaf subjects' immediate and delayed recall of English word lists

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