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Interlanguage dynamics and lexical networks in nonnative L2 signers of ASL: cross-modal rhyme priming*

Published online by Cambridge University Press:  11 May 2015

JOSHUA WILLIAMS Open the ORCID record for JOSHUA WILLIAMS [Opens in a new window]  and
SHARLENE NEWMAN
JOSHUA WILLIAMS*
Affiliation:
Psychological and Brain Science, Cognitive Science, Speech and Hearing Sciences, Indiana University
SHARLENE NEWMAN
Affiliation:
Psychological and Brain Science, Cognitive Science
*
Address for correspondence: Joshua Williams, Cognitive Neuroimaging Laboratory, Indiana University, 1101 E. 10th Street, Bloomington IN, 47405willjota@indiana.edu
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Abstract

This study investigated the structure of the bimodal bilingual lexicon. In the cross-modal priming task nonnative sign language learners heard an English word (e.g., keys) and responded to the lexicality of a signed target: an underlying rhyme (e.g., cheese) or a sign neighbor of that word (e.g., paper). The results indicated that rhyme words were retrieved more quickly and the L2 neighbors were faster for beginner learners. An item analysis also indicated that semantics did not facilitate neighbor retrieval and high frequency signs were retrieved more quickly. The AX discrimination task showed that learners focus on handshape and movement parameters and discriminate equally. The interlanguage dynamics play an important role in which phonological parameters are used and the spread of activation over time. A nonselective, integrated model of the bimodal bilingual lexicon is proposed such that lateral connections are weakened over time and handshape parameter feeds most of the activation to neighboring signs as a function of system dynamics.

Keywords

American Sign Languagebimodal bilingualismlexiconnetworkactivation
Type
Research Article
Information
Bilingualism: Language and Cognition , Volume 19 , Issue 3 , May 2016 , pp. 453 - 470
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Copyright
Copyright © Cambridge University Press 2015 

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Footnotes

*

This research was supported by the National Science Foundation Integrative Education and Research Training Program in the Dynamics of Brain-Body-Environment Systems at Indiana University (JTW). The authors would like to extend thanks to the Department of Speech and Hearing Sciences, specifically Amy Cornwell, for their help with subject recruitment. A special thanks is due to Dr. Kathleen Bardovi-Harlig and Dr. Laura Murray for comments and suggestions on previous drafts.

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