A Reversed-Typicality Effect in Pictures but Not in Written Words in Deaf and Hard of Hearing Adolescents

Autor/inn/en	Li, Degao; Gao, Kejuan; Wu, Xueyun; Xong, Ying; Chen, Xiaojun; He, Weiwei; Li, Ling; Huang, Jingjia
Titel	A Reversed-Typicality Effect in Pictures but Not in Written Words in Deaf and Hard of Hearing Adolescents
Quelle	In: American Annals of the Deaf, 160 (2015) 1, S.48-59 (12 Seiten)Infoseite zur Zeitschrift PDF als Volltext Verfügbarkeit
Sprache	englisch
Dokumenttyp	gedruckt; online; Zeitschriftenaufsatz
ISSN	0002-726X
Schlagwörter	Foreign Countries; Hearing Impairments; Deafness; Adolescents; Semantics; Classification; Reaction Time; Pictorial Stimuli; Cognitive Processes; Sign Language; Written Language; Questionnaires; Intelligence Tests; College Students; Likert Scales; Error Patterns; Word Recognition; China; Raven Progressive Matrices + Suchen Sie Ihr Suchwort? Ausland; Hearing impairment; Hörbehinderung; Gehörlosigkeit; Taubstummheit; Adolescent; Adolescence; Adoleszenz; Jugend; Jugendalter; Jugendlicher; Semantik; Classification system; Klassifikation; Klassifikationssystem; Reaktionsvermögen; Fantasieanregung; Cognitive process; Kognitiver Prozess; Gebärdensprache; Geschriebene Sprache; Fragebogen; Intelligence test; Intelligenztest; Collegestudent; Likert-Skala; Fehlertyp; Worterkennung
Abstract	Two experiments investigated Chinese deaf and hard of hearing (DHH) adolescents' recognition of category names in an innovative task of semantic categorization. In each trial, the category-name target appeared briefly at the screen center followed by two words or two pictures for two basic-level exemplars of high or middle typicality, which appeared briefly approximately where the target had appeared. Participants' reaction times when they were deciding whether the target referred to living or nonliving things consistently revealed the typicality effect for the word, but a reversed-typicality effect for picture-presented exemplars. It was found that in automatically processing a category name, DHH adolescents with natural sign language as their first language evidently activate two sets of exemplar representations: those for middle-typicality exemplars, which they develop in interactions with the physical world and in sign language uses; and those in written-language learning (As Provided).
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Erfasst von	ERIC (Education Resources Information Center), Washington, DC
Update	2020/1/01