David Quinto-Pozos, Taylor Renee Joyce, Abhra Sarkar, Michael DiLeo, Lynn Hou
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引用次数: 0
Abstract
The comprehension of signed language requires linguistic and visual–spatial processing, such as perspective-taking for correctly interpreting the layout of a spatial scene. However, little is known about how adult second-language (L2) learners process visual–spatial constructions in a signed language that they are studying, including which angles of viewing are most challenging to process and whether there are relationships between perspective-taking and the comprehension of non-spatial (i.e., non-scene based) constructions. We examine the performance of 95 intermediate signers of American Sign Language (ASL) on linguistic and non-linguistic perspective-taking tests. Half the participants completed a test of narrative comprehension that included visual–spatial scenes, and half took a test of signed phonological and morphophonological discrimination. Performance on linguistic perspective-taking correlated moderately with performance on the narrative, but not with the discrimination test. These findings support the claim that perspective-taking skills are yoked to some—but not all—aspects of signed language learning.
期刊介绍:
Language Learning is a scientific journal dedicated to the understanding of language learning broadly defined. It publishes research articles that systematically apply methods of inquiry from disciplines including psychology, linguistics, cognitive science, educational inquiry, neuroscience, ethnography, sociolinguistics, sociology, and anthropology. It is concerned with fundamental theoretical issues in language learning such as child, second, and foreign language acquisition, language education, bilingualism, literacy, language representation in mind and brain, culture, cognition, pragmatics, and intergroup relations. A subscription includes one or two annual supplements, alternating among a volume from the Language Learning Cognitive Neuroscience Series, the Currents in Language Learning Series or the Language Learning Special Issue Series.