Acceso usuarios
Emily M. Akers, Katherine J. Midgley, Phillip Joseph Holcomb, Gabriela Meade, Karen Emmorey
Little is known about the neural changes that accompany sign language learning by hearing adults. We used ERPs and a word-sign matching task to assess how learning impacted the N400 priming effect (reduced negativity for translations compared to unrelated trials). English monolinguals (N = 32) learned 100 ASL signs – half highly iconic (meaning was guessable), half non-iconic. In contrast to non-iconic signs, little learning was needed for the highly iconic signs as translation accuracy was similar pre- and post-learning. Prior to learning, an N400 priming effect was observed only for iconic signs. After learning, the size of the priming effect increased for non-iconic signs (replicating word learning studies) but decreased for iconic signs. For deaf ASL signers (N = 20), iconicity did not modulate the size of the N400 priming effect. We conclude that the impact of iconicity on lexico-semantic processing is reduced following learning, as signs are integrated into an emerging visual-manual lexicon.
