Sign phonological parameters modulate parafoveal preview effects in deaf readers

Thierfelder, Philip; Wigglesworth, Gillian; Tang, Gwk

doi:10.1016/j.cognition.2020.104286

Cited by 13 publications

(7 citation statements)

References 45 publications

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“…Stimuli were adapted from Thierfelder, Durantin, et al (2020). To construct these stimuli, 20 sets of traditional Chinese characters were selected, each set containing a correct character (e.g., 上 /soeng6/ [above] in 上帝 /soeng6 dai3/ [God]), an orthographically similar character (e.g., 止 /zi2/ [stop]), a homophonic character (e.g., 尚 /soeng6/ [esteem]), a homovisemic character (e.g., 丈 /zoeng6/ [husband]—this condition is explained in more detail below), and an unrelated control character (e.g., 以 /ji5/ [with]).…”

Section: Methodsmentioning

confidence: 99%

Orthographic and phonological activation in Hong Kong deaf readers: An eye-tracking study

Thierfelder

Wigglesworth

Tang

2020

Quarterly Journal of Experimental Psychology

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We used an error disruption paradigm to investigate how deaf readers from Hong Kong, who had varying levels of reading fluency, use orthographic, phonological, and mouth-shape-based (i.e., “visemic”) codes during Chinese sentence reading while also examining the role of contextual information in facilitating lexical retrieval and integration. Participants had their eye movements recorded as they silently read Chinese sentences containing orthographic, homophonic, homovisemic, or unrelated errors. Sentences varied in terms of how much contextual information was available leading up to the target word. Fixation time analyses revealed that in early fixation measures, deaf readers activated word meanings primarily through orthographic representations. However, in contexts where targets were highly predictable, fixation times on homophonic errors decreased relative to those on unrelated errors, suggesting that higher levels of contextual predictability facilitated early phonological activation. In the measure of total reading time, results indicated that deaf readers activated word meanings primarily through orthographic representations, but they also appeared to activate word meanings through visemic representations in late error recovery processes. Examining the influence of reading fluency level on error recovery processes, we found that, in comparison to deaf readers with lower reading fluency levels, those with higher reading fluency levels could more quickly resolve homophonic and orthographic errors in the measures of gaze duration and total reading time, respectively. We conclude with a discussion of the theoretical implications of these findings as they relate to the lexical quality hypothesis and the dual-route cascaded model of reading by deaf adults.

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Section: Methodsmentioning

confidence: 99%

Orthographic and phonological activation in Hong Kong deaf readers: An eye-tracking study

Thierfelder

Wigglesworth

Tang

2020

Quarterly Journal of Experimental Psychology

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“…This might suggest that different sign parameters differently affect different aspects of processing. A recent eye tracking study on Cantonese reading with Hong Kong Sign Language systematically varying different sign parameters also pointed in that direction (Thierfelder et al, 2020). One might suggest that the parallel activation of multiple memory representations for words (presumably reflected in the P350 effect) and the selection of the most promising candidate among them (presumably reflected in the N400 effect and in the lexical decision latencies) are differently sensitive to different units of sign language.…”

Section: Discussionmentioning

confidence: 93%

“…Previous priming research showed that signing adults implicitly activate signs and their respective phonological forms when they are reading written words [e.g., ASL while reading English words: Morford et al, 2011Morford et al, , 2014Meade et al, 2017;Quandt and Kubicek, 2018; DGS while reading German words: Kubus et al, 2015;Hong Kong Sign Language (HKSL) while reading Cantonese words: Thierfelder et al, 2020]. These studies exploited pairs of written words that were not related in the written or phonological domain in a given spoken language, but shared sign units in a respective sign language, such as MOVIE and PAPER sharing location and handshape in ASL (here and in the following, capitals denote signed stimulus materials), but no speech sounds in spoken English.…”

Section: Introductionmentioning

confidence: 99%

Ongoing Sign Processing Facilitates Written Word Recognition in Deaf Native Signing Children

Hänel-Faulhaber

Groen²,

Röder³

et al. 2022

Front. Psychol.

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Signed and written languages are intimately related in proficient signing readers. Here, we tested whether deaf native signing beginning readers are able to make rapid use of ongoing sign language to facilitate recognition of written words. Deaf native signing children (mean 10 years, 7 months) received prime target pairs with sign word onsets as primes and written words as targets. In a control group of hearing children (matched in their reading abilities to the deaf children, mean 8 years, 8 months), spoken word onsets were instead used as primes. Targets (written German words) either were completions of the German signs or of the spoken word onsets. Task of the participants was to decide whether the target word was a possible German word. Sign onsets facilitated processing of written targets in deaf children similarly to spoken word onsets facilitating processing of written targets in hearing children. In both groups, priming elicited similar effects in the simultaneously recorded event related potentials (ERPs), starting as early as 200 ms after the onset of the written target. These results suggest that beginning readers can use ongoing lexical processing in their native language – be it signed or spoken – to facilitate written word recognition. We conclude that intimate interactions between sign and written language might in turn facilitate reading acquisition in deaf beginning readers.

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“…These interference effects may be quite general and have been documented for nonalphabetic orthographies as well. An eye tracking study of deaf Chinese readers that probed for evidence of sign-based influences during sentence reading in Chinese observed interference effects (parafoveal costs) for preview words that were phonologically related in Chinese Sign Language (Thierfelder et al, 2020).…”

Section: Reading In Deaf Asl-english Bilingualsmentioning

confidence: 99%

Predictors of reading comprehension in deaf and hearing bilinguals

Cates

Traxler

Corina

2021

Applied Psycholinguistics

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This study investigates reading comprehension in adult deaf and hearing readers. Using correlational analysis and stepwise regression, we assess the contribution of English language variables (e.g., vocabulary comprehension, reading volume, and phonological awareness), cognitive variables (e.g., working memory (WM), nonverbal intelligence, and executive function), and language experience (e.g., language acquisition and orthographic experience) in predicting reading comprehension in deaf and hearing adult bilinguals (native American Sign Language (ASL) signers, non-native ASL signers, and Chinese–English bilinguals (CEB)), and monolingual (ML) controls. For all four groups, vocabulary knowledge was a strong contributor to reading comprehension. Monolingual English speakers and non-native deaf signers also showed contributions from WM and spoken language phonological awareness. In contrast, CEB showed contributions of lexical strategies in English reading comprehension. These cross-group comparisons demonstrate how the inclusion of multiple participant groups helps us to further refine our understanding of how language and sensory experiences influence reading comprehension.

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Sign phonological parameters modulate parafoveal preview effects in deaf readers

Cited by 13 publications

References 45 publications

Orthographic and phonological activation in Hong Kong deaf readers: An eye-tracking study

Orthographic and phonological activation in Hong Kong deaf readers: An eye-tracking study

Ongoing Sign Processing Facilitates Written Word Recognition in Deaf Native Signing Children

Predictors of reading comprehension in deaf and hearing bilinguals

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