Language development in deaf bilinguals: Deaf middle school students co-activate written English and American Sign Language during lexical processing
| Autor: | Jill P. Morford, Pilar Piñar, Agnes Villwock, Erin Wilkinson |
|---|---|
| Rok vydání: | 2020 |
| Předmět: |
Linguistics and Language
American Sign Language Cognitive Neuroscience Experimental and Cognitive Psychology Multilingualism Sign language Language Development 050105 experimental psychology Language and Linguistics 03 medical and health sciences Sign Language 0302 clinical medicine otorhinolaryngologic diseases Developmental and Educational Psychology Humans 0501 psychology and cognitive sciences Students Neuroscience of multilingualism Schools Point (typography) 05 social sciences language.human_language Linguistics United States Language development language Psychology 030217 neurology & neurosurgery Word (group theory) Spoken language |
| Zdroj: | Cognition. 211 |
| ISSN: | 1873-7838 |
| Popis: | Bilinguals, both hearing and deaf, activate multiple languages simultaneously even in contexts that require only one language. To date, the point in development at which bilingual signers experience cross-language activation of a signed and a spoken language remains unknown. We investigated the processing of written words by ASL-English bilingual deaf middle school students. Deaf bilinguals were faster to respond to English word pairs with phonologically related translations in ASL than to English word pairs with unrelated translations, but no difference was found for hearing controls with no knowledge of ASL. The results indicate that co-activation of signs and written words is not the outcome of years of bilingual experience, but instead characterizes bilingual language development. |
| Databáze: | OpenAIRE |
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