Similarities between Deaf or Hard of Hearing and Hearing Students' Awareness of Affective Words' Valence in Written Language

Autor/inn/en	Li, Degao; Zhang, Fan; Zeng, Xihong
Titel	Similarities between Deaf or Hard of Hearing and Hearing Students' Awareness of Affective Words' Valence in Written Language
Quelle	In: American Annals of the Deaf, 161 (2016) 3, S.303-313 (11 Seiten)Infoseite zur Zeitschrift PDF als Volltext Verfügbarkeit
Sprache	englisch
Dokumenttyp	gedruckt; online; Zeitschriftenaufsatz
ISSN	0002-726X
Schlagwörter	Deafness; Hearing Impairments; Hearing (Physiology); Written Language; Priming; Task Analysis; College Students; Reaction Time; Correlation; Figurative Language; Comparative Analysis; Foreign Countries; Native Language; Second Language Learning; Error Analysis (Language); Affective Behavior; Schemata (Cognition); Intelligence Tests; China; Raven Progressive Matrices + Suchen Sie Ihr Suchwort? Gehörlosigkeit; Taubstummheit; Hearing impairment; Hörbehinderung; Gehör; Hören; Geschriebene Sprache; Aufgabenanalyse; Collegestudent; Reaktionsvermögen; Korrelation; Ausland; Zweitsprachenerwerb; Error analysis; Language; Fehleranalyse; Affective disturbance; Active behaviour; Affektive Störung; Cognition; Schema; Kognition; Intelligence test; Intelligenztest
Abstract	An affective priming task was used with two cohorts of college students, one deaf or hard of hearing (D/HH), the other hearing, in two experiments. The same set of affective-word targets, preceded by "[Chinese characters omitted]" in Experiment 1 but by affective-word primes of the same valence as the targets in Experiment 2, were presented vertically above or below the screen center. Stimuli that preceded the targets were shown at the screen center. D/HH participants generally performed more poorly than hearing participants, but both groups performed similarly in that both did better on the positive targets than on the negative in both experiments, and on supporting metaphorical associations between valence and vertical positions (Meier & Robinson, 2004), as indicated by reaction times, in Experiment 2. The researchers concluded that D/HH and hearing college students perform similarly in developing cognition-grounded representations of affective words in written language. (As Provided).
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Erfasst von	ERIC (Education Resources Information Center), Washington, DC
Update	2020/1/01