Gerald P Berent
Dados Biográficos
| ID | 749009 |
|---|---|
| NOME | Gerald P Berent |
| PRENOMES | Gerald P |
| SOBRENOME | Berent |
| ASSINATURA | BERENT G P |
| AFILIAÇÕES | Rochester Institute of Technology |
| VERIFICADO | Não |
| TOTAL DE OBRAS | 12 |
| TOTAL DE CITAÇÕES | 6 |
| TOTAL COMO AUTOR | 12 |
| TOTAL COMO EDITOR | 0 |
| PRIMEIRO ANO DE PUBLICAÇÃO | 1983 |
| ANO MAIS RECENTE DE PUBLICAÇÃO | 2026 |
| ÍNDICE H | 2 |
Stereotype threat effects on deaf and hard-of-hearing college students’ mathematics performance
This study examined whether stereotype threat degrades deaf and hard-of-hearing (DHH) college students’ math performance. The DHH participants self-assigned their social identity as “deaf” or “hard of hearing” irrespective of audiological assessment. Social identity is central to experiencing stereotype threat and being deaf or hard of hearing may activate negative biases which trigger a stereotype threat that impacts test performance. A sample o…
DHH and L2 college students’ knowledge of English resultatives and depictives
College-level deaf and hard-of-hearing (DHH) students and hearing students of English as a Second Language (L2) along with hearing native speakers (NS) of English were assessed in their knowledge of English resultative and depictive sentences. In “Kevin wiped the table clean,” the resultative phrase “clean” indicates that the table became clean as a result of Kevin wiping it. In “Megan drove the car drunk,” the depictive phrase “drunk” describes …
Academic verb knowledge of DHH college students and their hearing peers
This study addressed the critical gap in research on the academic English vocabulary knowledge of deaf and hard-of-hearing (DHH) students at the college level, with a specific focus on academic English verbs. An English vocabulary test was developed to assess knowledge of academic verbs at three distinct corpus-defined lexical frequency ranges. The test was administered to the DHH students along with two comparison groups of college peers—student…
Semantic and Pragmatic Factors Influencing Deaf and Hearing Students' Comprehension of English Sentences Containing Numeral Quantifiers
This research contrasted deaf and hearing students' interpretive knowledge of English sentences containing numeral quantifier phrases and indefinite noun phrases. A multiple-interpretation picture task methodology was used to assess 305 participants' judgments of the compatibility of sentence meanings with depicted discourse contexts. Participants' performance was assessed on the basis of hearing level (deaf, hearing) and grade level (middle scho…
Visual Input Enhancement via Essay Coding Results in Deaf Learners' Long-Term Retention of Improved English Grammatical Knowledge
This study explored the efficacy of visual input enhancement, specifically essay enhancement, for facilitating deaf college students' improvement in English grammatical knowledge. Results documented students' significant improvement immediately after a 10-week instructional intervention, a replication of recent research. Additionally, the results of delayed assessment documented students' significant retention of that improvement five and a half …
Deaf Learners' Knowledge of English Universal Quantifiers
Deaf and hearing students' knowledge of English sentences containing universal quantifiers was compared through their performance on a 50-item, multiple-picture task that required students to decide whether each of five pictures represented a possible meaning of a target sentence. The task assessed fundamental knowledge of quantifier sentences, recognition of quantifier sentence ambiguity, and preferences for specific sentence interpretations. Re…
Focus-on-Form Instructional Methods Promote Deaf College Students' Improvement in English Grammar
Focus-on-form English teaching methods are designed to facilitate second-language learners' noticing of target language input, where "noticing" is an acquisitional prerequisite for the comprehension, processing, and eventual integration of new grammatical knowledge. While primarily designed for teaching hearing second-language learners, many focus-on-form methods lend themselves to visual presentation. This article reports the results of classroo…
Validity of Indirect Assessment of Writing Competency for Deaf and Hard-of-Hearing College Students
Indirect tests of writing competency are often used at the college level for a variety of educational, programmatic, and research purposes. Although such tests may have been validated on hearing populations, it cannot be assumed that they validly assess the writing competency of deaf and hard-of-hearing students. This study used a direct criterion measure of writing competency to determine the criterion validity of two indirect measures of writin…
Be is a raising verb
The Psychological Reality of the Subset Principle
This study presents evidence for the psychological reality of the Subset Principle as a determinant of the acquisition of Governing Category Parameter settings for English anaphors and pronominals. We used prelingual deafness as a natural experiment in the acquisition of English in the presence of variably impaired access to English language data. Previous work has shown that deaf adults with low proficiency in English typically know the unmarked…
Markedness Considerations in the Acquisition of Conditional Sentences
Two experiments were conducted which were designed to assess adult 1.2 learners' production and comprehension of English conditional sentences. The analyses provided lend support to the explanatory power of markedness theory in explaining 1.2 acquisition. Different relative orders of difficulty emerged in the production and comprehension, respectively, of three conditional types, suggesting that form and function may be acquired at different time…
Control Judgments by Deaf Adults and by Second Language Learners1
First language acquisition studies reveal that children overextend the minimal distance principle (MDP) during their acquisition of infinitive complement structures. The MDP dictates the interpretation of the logical subject of the infinitive in these structures and overrides marked lexical features such as subject control. Misinterpretations by adult second language learners and by adult prelingually deaf individuals are also shown to result fro…
Markedness Considerations in the Acquisition of Conditional Sentences
Two experiments were conducted which were designed to assess adult 1.2 learners' production and comprehension of English conditional sentences. The analyses provided lend support to the explanatory power of markedness theory in explaining 1.2 acquisition. Different relative orders of difficulty emerged in the production and comprehension, respectively, of three conditional types, suggesting that form and function may be acquired at different time…
Control Judgments by Deaf Adults and by Second Language Learners1
First language acquisition studies reveal that children overextend the minimal distance principle (MDP) during their acquisition of infinitive complement structures. The MDP dictates the interpretation of the logical subject of the infinitive in these structures and overrides marked lexical features such as subject control. Misinterpretations by adult second language learners and by adult prelingually deaf individuals are also shown to result fro…
The Psychological Reality of the Subset Principle
This study presents evidence for the psychological reality of the Subset Principle as a determinant of the acquisition of Governing Category Parameter settings for English anaphors and pronominals. We used prelingual deafness as a natural experiment in the acquisition of English in the presence of variably impaired access to English language data. Previous work has shown that deaf adults with low proficiency in English typically know the unmarked…
Control Judgments by Deaf Adults and by Second Language Learners1
First language acquisition studies reveal that children overextend the minimal distance principle (MDP) during their acquisition of infinitive complement structures. The MDP dictates the interpretation of the logical subject of the infinitive in these structures and overrides marked lexical features such as subject control. Misinterpretations by adult second language learners and by adult prelingually deaf individuals are also shown to result fro…
Markedness Considerations in the Acquisition of Conditional Sentences
Two experiments were conducted which were designed to assess adult 1.2 learners' production and comprehension of English conditional sentences. The analyses provided lend support to the explanatory power of markedness theory in explaining 1.2 acquisition. Different relative orders of difficulty emerged in the production and comprehension, respectively, of three conditional types, suggesting that form and function may be acquired at different time…
The Psychological Reality of the Subset Principle
This study presents evidence for the psychological reality of the Subset Principle as a determinant of the acquisition of Governing Category Parameter settings for English anaphors and pronominals. We used prelingual deafness as a natural experiment in the acquisition of English in the presence of variably impaired access to English language data. Previous work has shown that deaf adults with low proficiency in English typically know the unmarked…
Be is a raising verb
Validity of Indirect Assessment of Writing Competency for Deaf and Hard-of-Hearing College Students
Indirect tests of writing competency are often used at the college level for a variety of educational, programmatic, and research purposes. Although such tests may have been validated on hearing populations, it cannot be assumed that they validly assess the writing competency of deaf and hard-of-hearing students. This study used a direct criterion measure of writing competency to determine the criterion validity of two indirect measures of writin…
Focus-on-Form Instructional Methods Promote Deaf College Students' Improvement in English Grammar
Focus-on-form English teaching methods are designed to facilitate second-language learners' noticing of target language input, where "noticing" is an acquisitional prerequisite for the comprehension, processing, and eventual integration of new grammatical knowledge. While primarily designed for teaching hearing second-language learners, many focus-on-form methods lend themselves to visual presentation. This article reports the results of classroo…
Visual Input Enhancement via Essay Coding Results in Deaf Learners' Long-Term Retention of Improved English Grammatical Knowledge
This study explored the efficacy of visual input enhancement, specifically essay enhancement, for facilitating deaf college students' improvement in English grammatical knowledge. Results documented students' significant improvement immediately after a 10-week instructional intervention, a replication of recent research. Additionally, the results of delayed assessment documented students' significant retention of that improvement five and a half …
Deaf Learners' Knowledge of English Universal Quantifiers
Deaf and hearing students' knowledge of English sentences containing universal quantifiers was compared through their performance on a 50-item, multiple-picture task that required students to decide whether each of five pictures represented a possible meaning of a target sentence. The task assessed fundamental knowledge of quantifier sentences, recognition of quantifier sentence ambiguity, and preferences for specific sentence interpretations. Re…
Semantic and Pragmatic Factors Influencing Deaf and Hearing Students' Comprehension of English Sentences Containing Numeral Quantifiers
This research contrasted deaf and hearing students' interpretive knowledge of English sentences containing numeral quantifier phrases and indefinite noun phrases. A multiple-interpretation picture task methodology was used to assess 305 participants' judgments of the compatibility of sentence meanings with depicted discourse contexts. Participants' performance was assessed on the basis of hearing level (deaf, hearing) and grade level (middle scho…
Academic verb knowledge of DHH college students and their hearing peers
This study addressed the critical gap in research on the academic English vocabulary knowledge of deaf and hard-of-hearing (DHH) students at the college level, with a specific focus on academic English verbs. An English vocabulary test was developed to assess knowledge of academic verbs at three distinct corpus-defined lexical frequency ranges. The test was administered to the DHH students along with two comparison groups of college peers—student…
DHH and L2 college students’ knowledge of English resultatives and depictives
College-level deaf and hard-of-hearing (DHH) students and hearing students of English as a Second Language (L2) along with hearing native speakers (NS) of English were assessed in their knowledge of English resultative and depictive sentences. In “Kevin wiped the table clean,” the resultative phrase “clean” indicates that the table became clean as a result of Kevin wiping it. In “Megan drove the car drunk,” the depictive phrase “drunk” describes …
Stereotype threat effects on deaf and hard-of-hearing college students’ mathematics performance
This study examined whether stereotype threat degrades deaf and hard-of-hearing (DHH) college students’ math performance. The DHH participants self-assigned their social identity as “deaf” or “hard of hearing” irrespective of audiological assessment. Social identity is central to experiencing stereotype threat and being deaf or hard of hearing may activate negative biases which trigger a stereotype threat that impacts test performance. A sample o…
Psychology (11 obras) · Linguistics (9 obras) · Hearing Impairment and Communication (8 obras) · Computer Science (6 obras) · EFL/ESL Teaching and Learning (5 obras) · Syntax, Semantics, Linguistic Variation (5 obras) · Artificial Intelligence (4 obras) · Comprehension (4 obras) · Mathematics education (4 obras) · Cognitive psychology (3 obras)