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Breaking into language in a new modality : the role of input and of individual differences in recognising signs

Hofweber, Julia ; Aumonier, Lizzy ; Janke, Vikki ; Gullberg, Marianne LU orcid and Marshall, Chloe (2022) In Frontiers in Psychology 13. p.1-16
Abstract
A key challenge when learning language in naturalistic circumstances is
to extract linguistic information from a continuous stream of speech.
This study investigates the predictors of such implicit learning amongst
adults exposed to a new language in a new modality (a sign language).
Sign-naïve participants (N=93; British-English speakers) were shown a
4-minute weather forecast in Swedish Sign Language. Subsequently, we
tested their ability to recognise 22 target sign forms that had been
viewed in the forecast, amongst 44 distractor signs that had not been
viewed. The target items differed in their occurrence frequency in the
forecast, and in their degree of iconicity. The results revealed that... (More)
A key challenge when learning language in naturalistic circumstances is
to extract linguistic information from a continuous stream of speech.
This study investigates the predictors of such implicit learning amongst
adults exposed to a new language in a new modality (a sign language).
Sign-naïve participants (N=93; British-English speakers) were shown a
4-minute weather forecast in Swedish Sign Language. Subsequently, we
tested their ability to recognise 22 target sign forms that had been
viewed in the forecast, amongst 44 distractor signs that had not been
viewed. The target items differed in their occurrence frequency in the
forecast, and in their degree of iconicity. The results revealed that
both frequency and iconicity facilitated recognition of target signs
cumulatively. The adult mechanism for language learning thus operates
similarly on sign and spoken languages as regards frequency, but also
exploits modality-salient properties, e.g., iconicity for sign
languages. Individual differences in cognitive skills and
language-learning background did not predict recognition. The properties
of the input thus influenced adults’ language learning abilities at
first exposure more than individual differences. (Less)
Please use this url to cite or link to this publication:
author
; ; ; and
organization
publishing date
type
Contribution to journal
publication status
published
subject
keywords
second language acquisition, iconicity, sign language, implicit lea, first exposure, mmodality
in
Frontiers in Psychology
volume
13
article number
895880
pages
16 pages
publisher
Frontiers Media S. A.
external identifiers
  • pmid:35664149
  • scopus:85131567245
ISSN
1664-1078
DOI
10.3389/fpsyg.2022.895880
project
Breaking into sign language: the role of input and individual differences
Embodied bilingualism (a Wallenberg Scholar project)
language
English
LU publication?
yes
id
1e32d566-fbc8-4242-a5b4-8d6b9c505a5d
date added to LUP
2022-04-11 09:53:20
date last changed
2023-12-01 23:47:48
@article{1e32d566-fbc8-4242-a5b4-8d6b9c505a5d,
  abstract     = {{A key challenge when learning language in naturalistic circumstances is <br>
to extract linguistic information from a continuous stream of speech. <br>
This study investigates the predictors of such implicit learning amongst<br>
 adults exposed to a new language in a new modality (a sign language). <br>
Sign-naïve participants (N=93; British-English speakers) were shown a <br>
4-minute weather forecast in Swedish Sign Language. Subsequently, we <br>
tested their ability to recognise 22 target sign forms that had been <br>
viewed in the forecast, amongst 44 distractor signs that had not been <br>
viewed. The target items differed in their occurrence frequency in the <br>
forecast, and in their degree of iconicity. The results revealed that <br>
both frequency and iconicity facilitated recognition of target signs <br>
cumulatively. The adult mechanism for language learning thus operates <br>
similarly on sign and spoken languages as regards frequency, but also <br>
exploits modality-salient properties, e.g., iconicity for sign <br>
languages. Individual differences in cognitive skills and <br>
language-learning background did not predict recognition. The properties<br>
 of the input thus influenced adults’ language learning abilities at <br>
first exposure more than individual differences.}},
  author       = {{Hofweber, Julia and Aumonier, Lizzy and Janke, Vikki and Gullberg, Marianne and Marshall, Chloe}},
  issn         = {{1664-1078}},
  keywords     = {{second language acquisition; iconicity; sign language; implicit lea; first exposure; mmodality}},
  language     = {{eng}},
  month        = {{05}},
  pages        = {{1--16}},
  publisher    = {{Frontiers Media S. A.}},
  series       = {{Frontiers in Psychology}},
  title        = {{Breaking into language in a new modality : the role of input and of individual differences in recognising signs}},
  url          = {{http://dx.doi.org/10.3389/fpsyg.2022.895880}},
  doi          = {{10.3389/fpsyg.2022.895880}},
  volume       = {{13}},
  year         = {{2022}},
}