ERIC Number: ED201127
Record Type: RIE
Publication Date: 1980
Manual Sign Translucency and Referential Concreteness in the Learning of Signs.
Luftig, Richard L.; Lloyd, Lyle L.
The study involving 60 undergraduate students investigated sign language as a function of sign translucency (the perceived relationship between a sign and its referent) and referential concreteness. Translucency and concreteness levels were varied and naive sign language learners attempted to learn a list of sign referent pairs. Results indicated that signs high in translucency and referents high in concreteness facilitated learning while low levels of each variable inhibited list learning. Mixed condition list conditions led to intermediate learning performance. Implications for choosing initial sign lexicons for severely language impaired, nondeaf populations (e.g., the mentally retarded) are discussed. Tables and a graph offer statistical data. (Author/SB)
Publication Type: Reports - Research; Speeches/Meeting Papers
Education Level: N/A
Authoring Institution: N/A
Note: Paper presented at the Annual Meeting of the American Psychological Association (Montreal, Canada, September, 1980).