Crowe Kathryn, Marschark Marc
University of Iceland, Reykjavík, Iceland.
Charles Sturt University, Panorama Avenue, Bathurst, NSW, 2795, Australia.
J Psycholinguist Res. 2019 Dec;48(6):1319-1338. doi: 10.1007/s10936-019-09660-z.
Deaf and hard-of-hearing (DHH) learners are known to have vocabulary knowledge and language outcomes more heterogeneous than their hearing peers, with a greater incidence of difficulties presumably related (both as cause and effect) to documented challenges in academic domains. In particular, there is increasing evidence that differences may exist in the ways that semantic networks are structured and accessed in DHH and hearing learners. Individuals' judgments of word typicality offers a window into their semantic networks, revealing internal relationships in the mental lexicon. In the present study, 90 DHH and hearing college-aged learners provided typicality ratings at two points in time for 120 words common words considered to be central, borderline, or non-members of six categories. DHH and hearing participants differed in terms of their word knowledge, rating consistency, and rating magnitudes. Relative to hearing peers, DHH participants reported not knowing more of the words, but rated all words as being more typical than did hearing participants and rated the typicality of items more consistently over time. Implications of these findings for understanding mental lexicon structure for DHH and hearing learners, interpreting previous research, and constructing stimuli for future research are discussed.
众所周知，聋人和重听（DHH）学习者的词汇知识和语言学习成果比听力正常的同龄人更加参差不齐，他们在学业领域面临诸多已被记录的挑战，这些挑战可能导致（也可能是由其导致）更多的学习困难。特别是，越来越多的证据表明，DHH学习者和听力正常的学习者在语义网络的构建和访问方式上可能存在差异。个体对词汇典型性的判断为了解其语义网络提供了一个窗口，揭示了心理词典中的内部关系。在本研究中，90名DHH大学生和听力正常的大学生在两个时间点对120个常用词进行了典型性评级，这些词被认为是六个类别中的核心词、边缘词或非成员词。DHH参与者和听力正常的参与者在词汇知识、评级一致性和评级幅度方面存在差异。相对于听力正常的同龄人，DHH参与者表示不认识的单词更多，但他们对所有单词的典型性评级都高于听力正常的参与者，并且随着时间的推移，他们对项目典型性的评级更加一致。本文讨论了这些发现对于理解DHH学习者和听力正常的学习者的心理词典结构、解释以往研究以及为未来研究构建刺激材料的意义。
