Word imagery modalities and learning in the deaf and hearing

The study explored the modality specific hypothesis of imagery concreteness. Twenty-four male and female deaf and hearing adolescents learned lists of paired associates that were either high visual and low auditory imagery words or the obverse. It was predicted that the deaf group would perform as well as the hearing group with pairs of high visual imagery, but worse with materials of high auditory imagery. The results failed to demonstrate the expected interaction. However, indirect support for the hypothesis was provided by a third order interaction trend analysis which suggested that the deaf group experienced difficulty in learning the high auditory imagery word pairs.