Classroom Interpreting and Visual Information Processing in Mainstream Education for Deaf Students: Live or Memorex?

American Educational Research Journal
Marc MarscharkRosemarie Seewagen

Abstract

This study examined visual information processing and learning in classrooms including both deaf and hearing students. Of particular interest were the effects on deaf students' learning of live (three-dimensional) versus video-recorded (two-dimensional) sign language interpreting and the visual attention strategies of more and less experienced deaf signers exposed to simultaneous, multiple sources of visual information. Results from three experiments consistently indicated no differences in learning between three-dimensional and two-dimensional presentations among hearing or deaf students. Analyses of students' allocation of visual attention and the influence of various demographic and experimental variables suggested considerable flexibility in deaf students' receptive communication skills. Nevertheless, the findings also revealed a robust advantage in learning in favor of hearing students.

References

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Dec 9, 2004·Journal of Deaf Studies and Deaf Education·Marc MarscharkRosemarie Seewagen

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Citations

Dec 15, 2007·Journal of Deaf Studies and Deaf Education·I R Rodríguez Ortiz
May 6, 2008·Journal of Deaf Studies and Deaf Education·Marc MarscharkJeff Pelz
Apr 10, 2009·Journal of Deaf Studies and Deaf Education·Carol M ConvertinoMegan Zupan
Sep 3, 2010·Journal of Deaf Studies and Deaf Education·Georgianna BorgnaKathleen Rizzolo
Jun 27, 2013·Journal of Deaf Studies and Deaf Education·Rachel H T LeppoMark P Bond
Dec 19, 2015·Journal of Deaf Studies and Deaf Education·Sigrid Slettebakk Berge, Gøril Thomassen
Aug 21, 2016·Journal of Deaf Studies and Deaf Education·Jennifer A HigginsLori M Moers
Nov 19, 2020·Journal of Deaf Studies and Deaf Education·Peter K CrumeBrenda Schick

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