Which Aspects of Visual Motivation Aid the Implicit Learning of Signs at First Exposure?

IF 3.5 1区 文学 Q1 EDUCATION & EDUCATIONAL RESEARCH
Julia Hofweber, Lizzy Aumônier, Vikki Janke, Marianne Gullberg, Chloë Marshall
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引用次数: 1

Abstract

We investigated whether sign-naïve learners can infer and learn the meaning of signs after minimal exposure to continuous, naturalistic input in the form of a weather forecast in Swedish Sign Language. Participants were L1-English adults. Two experimental groups watched the forecast once (n = 40) or twice (n = 42); a control group did not (n = 42). Participants were then asked to assign meaning to 22 target signs. We explored predictors of meaning assignment with respect to item occurrence frequency and three facets of visual motivation: iconicity, transparency, and gesture similarity. Meaning assignment was enhanced by exposure and item frequency, thereby providing evidence for implicit language learning in a new modality, even under challenging naturalistic conditions. Accuracy was also contingent upon iconicity and transparency, but not upon gesture similarity. Meaning assignment at first exposure is thus visually motivated, although the overall low accuracy rates and further qualitative analyses suggest that visually motivated meaning assignment is not always successful.

Abstract Image

视觉动机的哪些方面有助于第一次接触迹象的内隐学习?
我们研究了手语零基础的学习者是否能够在以瑞典手语天气预报为形式的连续、自然的输入中推断和学习手语的含义。参与者为母语为英语的成年人。两个实验组观看天气预报一次(n = 40)或两次(n = 42);对照组不观看(n = 42)。然后,参与者被要求对 22 个目标符号进行意义分配。我们根据项目出现频率和视觉动机的三个方面:标志性、透明度和手势相似性,探讨了意义分配的预测因素。即使在具有挑战性的自然条件下,意义分配也能通过接触和项目频率得到增强,从而为在新模式下的内隐语言学习提供了证据。准确性还取决于图标性和透明度,但与手势相似性无关。因此,第一次接触时的意义分配是由视觉驱动的,尽管总体准确率较低,而且进一步的定性分析表明,由视觉驱动的意义分配并不总是成功的。
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来源期刊
Language Learning
Language Learning Multiple-
CiteScore
9.10
自引率
15.90%
发文量
65
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.
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