Reading Research Unit/ Department of Developmental and Educational Psychology, Faculty of Psychology, University of Valencia, Blasco Ibáñez Avenue, 21, 46010, Valencia, Spain.
Res Dev Disabil. 2021 May;112:103908. doi: 10.1016/j.ridd.2021.103908. Epub 2021 Mar 5.
The ways in which students with deafness process syntactic and semantic cues while reading sentences are unclear. While some studies have supported the preference for semantic cues, others have not.
To examine differences in the processing of syntactic versus semantic cues during sentence reading among students who are deaf or hard of hearing (DHH).
Twenty DHH students (mean age = 12.48 years) and 20 chronologically age-matched students with typical hearing (TH) were asked to read sentences written in Spanish with different grammatical structures and to choose the picture that best matched the sentences' meaning while their eye movements were being registered. The picture options were manipulated so that, in addition to the correct ones, there were lexical distractors and syntactic distractors.
The TH participants outperformed the DHH participants in reading complex sentences but not simple sentences in the active voice. In the correctly answered trials, both groups fixated longer and made more fixations on the target than on the syntactic distractor than on the lexical distractor. DHH participants made significantly longer fixations on the lexical distractions.
Our results did not support a strict preference for either lexical or semantic cues in the DHH participants.
失聪学生在阅读句子时处理句法和语义线索的方式尚不清楚。虽然一些研究支持对语义线索的偏好，但也有其他研究不支持。
检查在阅读句子时，失聪或重听（DHH）学生对句法线索与语义线索的处理是否存在差异。
要求 20 名 DHH 学生（平均年龄=12.48 岁）和 20 名年龄匹配的具有典型听力（TH）的学生用西班牙语阅读具有不同语法结构的句子，并在阅读句子的同时选择最能匹配句子含义的图片，同时记录他们的眼球运动。图片选项进行了操纵，除了正确的选项外，还有词汇干扰项和句法干扰项。
TH 参与者在阅读主动语态的复杂句子方面表现优于 DHH 参与者，但在阅读简单句子方面则不然。在正确回答的试验中，两组参与者在注视目标上的时间都长于在句法干扰项上的时间，而长于在词汇干扰项上的时间。DHH 参与者在词汇干扰项上的注视时间明显更长。
我们的结果并不支持 DHH 参与者对词汇或语义线索的严格偏好。
