Memory for Language in Deaf Adults and Children

References

• Baddeley A. Working memory. Oxford: Oxford University Press, 1986.
   Google Scholar
• Baddeley AD, Hitch GJ. Working memory. In: Bower G, ed. The psychology of learning and motivation, vol. 8. New York: Academic Press, 1974; 47–89.
   Google Scholar
• Bebko JM, McKinnon EE. The language experience of deaf children: its relation to spontaneous rehearsal in a memory task. Child Devel 1990; 61: 1744–52.
   PubMed Web of Science ®Google Scholar
• Bebko JM, Metcalfe-Haggert A. Deafness, language skills, and rehearsal: a model for the development of a memory strategy. J Deaf Studies Deaf Ed 1997; 2: 133–41.
   Google Scholar
• Bellugi U, Klima E, Siple P. Remembering in sign. Cognition 1974; 3: 93–125.
   Web of Science ®Google Scholar
• Bonvillian JD. Effects of signability and imagery on word recall of deaf and hearing students. Pere Motor Skills 1983; 56: 775–91.
   PubMed Web of Science ®Google Scholar
• Campbell R. Speech in the head? Rhyme skill, reading, and immediate memory in the deaf. In: Reisberg D, ed. Auditory imagery. Hillsdale, NJ: Lawrence Erlbaum, 1992; 73–94.
   Google Scholar
• Campbell R, Wright H. Deafness and immediate memory for pictures: dissociation between "inner speech" and "inner ear." J Exp Child Psychol 1990; 50: 259–86.
   PubMed Web of Science ®Google Scholar
• Chalifoux LM. The implications of congenital deafness for working memory. Am Ann Deaf 1991; 136: 292–9.
   PubMed Web of Science ®Google Scholar
• Conlin D, Paivio A. The associative learning of the deaf: the effects of word imagery and signability. Mem Cogn 1975; 3: 333–40.
   Google Scholar
• Epstein KI, Hillegeist EG, Grafman J. Number processing in deaf college students. Am Ann Deaf 1994, 139; 336–47.
   Google Scholar
• Hanson VL, Lichtenstein EH. Short-term memory coding by deaf signers. The primary language coding hypothesis reconsidered. Cogn Psychol 1990; 22: 211–24.
   Google Scholar
• Hoemann H, Andrews C, DeRosa D. Categorical encoding in short-term memory by deaf and hearing children. J Speech Hear Res 1974; 17: 426–31.
   PubMedGoogle Scholar
• Klima E, Bellugi U. The signs of language. Cambridge, MA: Harvard University Press, 1979.
   Google Scholar
• Koh SD, Vernon M, Bailey W. Free-recall learning of word lists by prelingual deaf subjects. J Verb Learn Verb Behav 1971; 10: 542–7.
   Google Scholar
• Krakow RA, Hanson VL. Deaf signers and serial recall in the visual modality: memory for signs, fmgerspelling, and print. Mem Cogn 1985; 13: 265–72.
   PubMed Web of Science ®Google Scholar
• Kyle JG. Signs and memory: the search for the code. In: Woll B, Kyle J, Deuchar M, eds. Perspectives on British sign language and deafness. London: Croom Helm 1981, 71–88.
   Google Scholar
• Liben LS. Free recall by deaf and hearing children: semantic clustering and recall in trained and untrained groups. J Exp Child Psychol 1979; 27: 105–19.
   PubMed Web of Science ®Google Scholar
• Lichtenstein H. Relationships between reading processes and English skills of deaf college students. J Deaf Studies Deaf Educ 1998; 3: 80–134.
   PubMedGoogle Scholar
• MacSweeney M, Campbell R, Donlan C. Varieties of short-term memory coding in deaf teenagers. J Deaf Stud Deaf Educ 1996; 1: 249–62.
   PubMedGoogle Scholar
• McEvoy C, Marschark M, Nelson DL. Comparing the mental lexicons of deaf and hearing individuals. J Ed Psychol (in press).
   Google Scholar
• Marschark M. Psychological development of deaf children. New York: Oxford University Press, 1993.
   Google Scholar
• Marschark M. Influences of signed and spoken language on memory span. Paper presented at Annual Meeting of the Psychonomic Society, Chicago, November 1996.
   Google Scholar
• Marschark M, Everhart VS. Problem solving by deaf and hearing students: twenty questions (submitted manuscript).
   Google Scholar
• Marschark M, Harris M. Success and failure in learning to read: the special case (?) of deaf children. In: Cornoldi C, Oakhill J, eds. Reading comprehension disabilities: processes and intervention. Hillsdale, NJ: Lawrence Erlbaum, 1996; 179–300.
   Google Scholar
• Marschark M, Mayer T. Mental representation and memory in deaf adults and children. In: Marschark MM, Clark MD, eds. Psychological perspectives on deafness, vol. 2. Mahwah, NJ: Lawrence Erlbaum, 1998.
   Google Scholar
• Poizner H, Bellugi U, Tweney RD. Processing formational, semantic, and iconic information in American Sign Language. J Exp Psychol Human Pere Perf 1981; 7: 1146–59.
   PubMed Web of Science ®Google Scholar
• Stokoe WC. Sign language structure: an outline of the visual communication systems of the American deaf. In: Studies in linguistics: occasional papers, vol. 8. Buffalo, NY: University of Buffalo, 1960.
   Google Scholar
• Stokoe WC, Casterline DC, Croneberg CG. A dictionary of American Sign Language on linguistic principles. Washing-ton, DC: Gallaudet College Press, 1965.
   Google Scholar
• Todman J, Seedhouse E. Visual-action code processing by deaf and hearing children. Lang Cogn Proc 1994; 9: 129–41. Tweney RD, Hoemann HW, Andrews CE. Semantic organiza-tion in deaf and hearing subjects. J Psychol Res 1975; 4: 6173.
   Web of Science ®Google Scholar
• Waters GS, Doehring DG. Reading acquisition in congenitally deaf children who communicate orally: insights from an analysis of component reading, language, and memory skills. In: Can TH, Levy BA, eds. Reading and its development. San Diego, CA: Academic Press, 1990; 323–73.
   Google Scholar
• Wilson M, Emmorey K. Working memory for sign language: a window into the architecture of the working memory system. J Deaf Stud Deaf Educ 1997; 2: 121–30.
   PubMedGoogle Scholar