Investigating Deaf Children's Vocabulary Knowledge in British Sign Language
Bibliographic Data
| ID | 5148098 |
|---|---|
| Authors | Wilhelm Mann (0000-0001-8555-1204, City, University of London, corresponding author), Wolfgang Mann, Cynthia Marshall (0000-0003-2405-1999, City, University of London, corresponding author), Chloë Marshall |
| Year | 2012 |
| Volume | 62 |
| Issue | 4 |
| Pages | 1024-1051 |
| Publication date | 2012-12-01 |
| Open Access | Yes |
| Type | ARTICLE |
| Venue | Language Learning (JOURNAL) |
| Journal identifiers | ISSN: 0023-8333 • E-ISSN: 1467-9922 |
| Publisher | Wiley (PUBLISHER • GB) |
| DOI | 10.1111/j.1467-9922.2011.00670.x |
| OpenAlex | W2104357238 |
| Language | EN |
| Citations received | 9 |
| References cited | 35 |
This study explores different aspects of the mapping between phonological form and meaning of signs in British Sign Language (BSL) by means of four tasks to measure meaning recognition, form recognition, form recall, and meaning recall. The aim was to investigate whether there is a hierarchy of difficulty for these tasks and, therefore, whether BSL vocabulary acquisition proceeds incrementally, as is the case for spoken languages. Twenty-four deaf participants (aged 5-15 years), all of whom were BSL users, performed with greatest accuracy on meaning recognition and least accurately on meaning recall. The results indicate that signers' knowledge of mapping between form and meaning in BSL signs is not an all-or-nothing phenomenon but depends on what the learner is required to do with that knowledge, as is the case for spoken languages
Cognitive psychology · Linguistics · Manually coded language · Meaning (existential) · Phenomenon · Recall · Sign (mathematics) · Sign language · Vocabulary · Hand Gesture Recognition Systems · Hearing Impairment and Communication · Language, Metaphor, and Cognition · Psychology
The relation between language experience and receptive-expressive semantic gaps in bilingual children
Adaptation of a vocabulary test from British Sign Language to American Sign Language
Assessing Vocabulary in Deaf and Hearing Children using Finnish Sign Language
Assessing vocabulary knowledge in written and signed languages of immigrant DHH learners – examining convergent validity
The use of constructed action and its relationship with age and sign language development among children acquiring Finnish Sign Language
The Development of Sensitivity to Grammatical Violations in American Sign Language
Lexical-Semantic Organization in Bilingually Developing Deaf Children With ASL-Dominant Language Exposure
Lexical Recognition in Deaf Children Learning American Sign Language
The Development of Antonym Knowledge in American Sign Language (ASL) and Its Relationship to Reading Comprehension in English
Assessing Vocabulary
First Language Acquisition
Australian Sign Language (Auslan)
The Linguistics of British Sign Language
Structure and Strategy in Learning to Talk
Chasing the Mythical Ten Percent
Three Dimensions of Vocabulary Development
Lexical acquisition over time in minority first language children learning English as a second language
Size and strength
The development of a new measure of L2 vocabulary knowledge
The MacArthur Communicative Development Inventory
Vocabulary Assessment of Deaf and Hard-of-Hearing Children From Infancy Through the Preschool Years
Assessment of Sign Language Development
Word-Learning Abilities in Deaf and Hard-of-Hearing Preschoolers
Does Sign Language Provide Deaf Children With an Abstraction Advantage? Evidence From a Categorization Task
The Role of Sign Phonology and Iconicity During Sign Processing
Cognitive basis of language learning in infants
Iconicity as a General Property of Language
The Relationship Between Text Comprehension and Second Language Incidental Vocabulary Acquisition
Testing Vocabulary Knowledge
Linguistic theory and psychological reality
| Citations per year | 0.75 |
|---|---|
| Citation span | 2014 - 2025 (12) |
| Highly cited | No |