In three structural priming experiments, we investigated whether deaf and hearing writers differ in the processes and representations underlying written language production. Experiment 1 showed that deaf writers of Mandarin Chinese exhibited comparable extents of structural priming and comparable lexical boosts, suggesting that syntactic encoding in written language production is similarly sensitive to prior lexical-syntactic experience in deaf and hearing writers. Experiment 2 showed that, while hearing writers showed a boost in structural priming when the prime and the target had homographic or heterographic homophone dative verbs compared to unrelated ones, deaf writers showed a homophone boost only with homographic homophone verbs but not with heterographic homophone verbs. This finding suggests that while hearing people develop associated lemmas for homophones due to phonological identity, deaf people do so due to orthographic identity. Finally, Experiment 3 showed no boost in structural priming in deaf writers or hearing writers when the prime and the target had the same verb of the same orthography (i.e., in the same script) than of different orthographies (i.e., between Simplified and Traditional Chinese), suggesting that neither hearing nor deaf people use orthographic identity to reactivate the prime structure. In all, the findings suggest that syntactic encoding in writing employs the same syntactic and lexical representations in deaf and hearing writers, though lexical representations are shaped more by orthography than phonology in deaf writers. (PsycInfo Database Record (c) 2023 APA, all rights reserved).
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PLoS One
October 2024
Science Department, College of Nursing, University of Arkansas for Medical Sciences, Little Rock, Arkansas, United States of America.
Background: Scholarly publications are important indicators of research productivity and investigator development in Centers of Biomedical Research Excellence (COBREs). However, no information is available to describe implementation and evaluation of writing development programs within COBREs. Therefore, this paper aimed to evaluate the first year of a campus-wide COBRE-supported writing program.
View Article and Find Full Text PDFJ Deaf Stud Deaf Educ
December 2024
Theory and Practice in Teacher Education, University of Tennessee, Knoxville, TN 37996, United States of America.
This study investigates the communication practices of four teachers in 3rd to 6th grade classrooms with 9 deaf students with limited language proficiency and in stages of emergent writing development. Analyzing language modalities, utterance types, and class interactivity, we found that teachers using American sign language used student-centered approaches, generating a greater number of directives and responsive utterances. They persevered in increasing students' engagement and were successful in clarifying misunderstandings.
View Article and Find Full Text PDFCan Fam Physician
October 2024
Palliative care physician and writer in Lethbridge, Alta.
Front Aging Neurosci
September 2024
Greenham Research Consulting Ltd., Ashbury, United Kingdom.
Background: Untreated hearing loss has an effect on cognition. It is hypothesized that the additional processing required to compensate for the sensory loss affects the cognitive resources available for other tasks and that this could be mitigated by a hearing device.
Methods: The impact on cognition of cochlear implants (CIs) was tested in 100 subjects, ≥60 years old, with bilateral moderately-severe to profound post linguistic deafness using hearing aids.
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