Don't Assume Deaf Students are Visual Learners.

In the education of deaf learners, from primary school to postsecondary settings, it frequently is suggested that deaf students are visual learners. That assumption appears to be based on the visual nature of signed languages-used by some but not all deaf individuals-and the fact that with greater hearing losses, deaf students will rely relatively more on vision than audition. However, the questions of whether individuals with hearing loss are more likely to be visual learners than verbal learners or more likely than hearing peers to be visual learners have not been empirically explored.

Dual coding theory, word abstractness, and emotion: a critical review of Kousta et al. (2011).

Kousta, Vigliocco, Del Campo, Vinson, and Andrews (2011) questioned the adequacy of dual coding theory and the context availability model as explanations of representational and processing differences between concrete and abstract words. They proposed an alternative approach that focuses on the role of emotional content in the processing of abstract concepts. Their dual coding critique is, however, based on impoverished and, in some respects, incorrect interpretations of the theory and its implications.

An electrophysiological study of task demands on concreteness effects: evidence for dual coding theory.

We examined ERP responses during the generation of word associates or mental images in response to concrete and abstract concepts. Of interest were the predictions of dual coding theory (DCT), which proposes that processing lexical concepts depends on functionally independent but interconnected verbal and nonverbal systems. ERP responses were time-locked to either stimulus onset or response to compensate for potential latency differences across conditions.

Lexicons, contexts, events, and images: commentary on Elman (2009) from the perspective of dual coding theory.

Elman (2009) proposed that the traditional role of the mental lexicon in language processing can largely be replaced by a theoretical model of schematic event knowledge founded on dynamic context-dependent variables. We evaluate Elman's approach and propose an alternative view, based on dual coding theory and evidence that modality-specific cognitive representations contribute strongly to word meaning and language performance across diverse contexts which also have effects predictable from dual coding theory.

Extensions of the Paivio, Yuille, and Madigan (1968) norms.

The Paivio, Yuille, and Madigan (1968) norms for 925 nouns were extended in two ways. The first extension involved the collecting of a much more extensive and diverse set of properties from original ratings and other sources. Factor analysis of 32 properties identified 9 orthogonal factors and demonstrated both the redundancy among various measures and the tendency for some attributes (e.