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Observational learning improved deaf children's American Sign Language (ASL) narratives. After viewing a model, children used more details and depicting constructions (DCs) and constructed action (CA).

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Area of Science:

  • Linguistics
  • Developmental Psychology
  • Deaf Education

Background:

  • Deaf children learning American Sign Language (ASL) may benefit from observing fluent signers.
  • Observational learning is a key framework for skill acquisition in various domains.

Purpose of the Study:

  • To investigate how observing a deaf adult model influences deaf children's use of narrative elements in ASL.
  • To analyze changes in deaf children's use of depicting constructions (DCs) and constructed action (CA) after viewing an ASL narrative.

Main Methods:

  • An observational learning framework was employed.
  • Deaf children (aged 6-13) were assessed before and after viewing a deaf adult model signing a story in ASL.
  • Children's narrative renditions were analyzed for the use of DCs, CA, combined DCs and CA, and lexical signs.

Main Results:

  • Children's narratives became longer and included more details after viewing the model.
  • The use of DCs and CA significantly increased in children's renditions.
  • While combined use of DCs and CA improved, it was not consistently adopted by all children.

Conclusions:

  • Exposure to a skilled ASL signer can enhance deaf children's narrative skills.
  • Targeted instruction pairing ASL content standards with sign language models may further improve narrative abilities.
  • Further research is needed to understand the consistent integration of complex ASL features.