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Using immediate recall to assess language proficiency in deaf students.

C T Akamatsu1, S D Fischer

  • 1Department of Counseling, Educational Psychology, and Special Education, Michigan State University.

American Annals of the Deaf
|December 1, 1991
PubMed
Summary

Working memory in deaf students depends on English proficiency. Semantic and syntactic organization impacts recall differently based on language ability, influencing learning strategies.

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Area of Science:

  • Cognitive Psychology
  • Linguistics
  • Deaf Education

Background:

  • Working memory capacity is crucial for learning and academic success.
  • Deaf students often face challenges with English language acquisition, potentially impacting cognitive tasks.
  • Understanding how language proficiency affects cognitive processes in deaf individuals is essential for effective educational interventions.

Purpose of the Study:

  • To investigate the influence of list organization and linguistic features on working memory capacity in deaf students.
  • To examine how varying levels of English language proficiency moderate these effects.
  • To explore the differential impact of semantic versus syntactic organization on recall performance.

Main Methods:

  • An immediate recall paradigm was employed.

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  • Thirty lists, categorized by organizational type (random, semantic, syntactic), were presented.
  • Two groups of deaf students, differentiated by English language proficiency, participated.

    • Main Results:

    • Students with higher English proficiency demonstrated significantly better recall than those with lower proficiency.
    • Semantic pairing of words significantly benefited the lower English proficiency group.
    • Syntactic organization within grammatical sentences significantly aided the higher English proficiency group.

    Conclusions:

    • English language proficiency is a key factor in working memory performance for deaf students.
    • Tailoring learning materials to leverage semantic or syntactic structures can optimize recall based on language ability.
    • These findings have implications for developing more effective language and cognitive assessments for deaf learners.