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29 juli 2020, Contains fulltext : 224751.pdf (publisher's version ) (Open Access), Keyword mediators are an effective memory technique to encode novel vocabulary: learners link a novel word form to its meaning with a mental image that includes a keyword that resembles the word form (e.g., nyanya = tomato; keyword mnemonic: the ninja chops the tomato in half). Prior research suggests that such mediated form-meaning associations become less dependent on keywords after retrieval practice. The present study investigated if retrieval-induced decreases in mediator use predict word retention. Thirty participants learned novel vocabulary using experimenter-provided keywords and repeatedly retrieved the words from memory while thinking aloud. As expected, keyword use decreased with practice: learners stopped mentioning keywords for 21.6% of the words (on average after 8.27 retrievals). Shifting to direct, unmediated retrieval predicted higher form and meaning recall on a retention test after 6–8 days. Continuing retrieval practice until a shift has occurred to direct retrieval thus seems beneficial for retention.

Contains fulltext : 186135.pdf (publisher's version ) (Open Access)

06 februari 2016, Contains fulltext : 160506.pdf (Publisher’s version ) (Open Access)

Radboud Universiteit, 09 december 2015, Promotor : Rietveld, A.C.M. Co-promotores : Klatter-Folmer, H.A.K., Burg, J.J.W. van der, Contains fulltext : 149100.pdf (publisher's version ) (Open Access)

Contains fulltext : 132195.pdf (author's version ) (Open Access)

Contains fulltext : 132761.pdf (publisher's version ) (Open Access)

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Radboud Universiteit Nijmegen, 11 februari 2009, Promotores : Hout, R.W.N.M. van, Verhoeven, L.T.W. Co-promotor : Klatter-Folmer, H.A.K., Contains fulltext : 78738.pdf ( ) (Open Access), Many deaf children in the Netherlands grow up learning Sign Language of the Netherlands (SLN), spoken Dutch and/or a combination of both languages. A relevant question is what the language proficiency of the children is in these languages. Besides, it is important to know in what way the children use both languages in interaction with deaf and hearing communication partners. In the Dutch language area few data are available on this subject.This thesis describes a longitudinal multiple case study on language proficiency, communicative behaviour and communication strategies in SLN and Dutch of eleven deaf children in the age of three to seven years. The goal of this thesis was to gain insight in the bilingual language acquisition of deaf children and the influence of combined acquisition on the communication development. Semi-spontaneous conversations between the deaf children and deaf and hearing adults form the essence of the data collection. The children’s role in these conversations is analysed on three aspects: lexical and syntactic complexity of the utterances, communicative turns and the use of communicative strategies. Additionally, language proficiency was investigated by means of receptive and productive language tasks, and background information was collected by interviewing parents and teachers. The results of this study reveal new insights in the bilingual development of children with an auditory impairment and factors that are of influence on that development. This book is important for researchers, parents, teachers and policymakers.

Contains fulltext : 319344.pdf (publisher's version ) (Open Access)

Contains fulltext : 78931.pdf (publisher's version ) (Open Access)

Contains fulltext : 41903.pdf (publisher's version ) (Closed access), The language development of two deaf girls and four deaf boys in Sign Language of the Netherlands (SLN) and spoken Dutch was investigated longitudinally. At the start, the mean age of the children was 3;5. All data were collected in video-recorded semistructured conversations between individual children and deaf and hearing adults. We investigated the lexical richness and syntactic complexity of the children's utterances in SLN and spoken Dutch, as well as language dominance and interactional participation. Richness and complexity increase over time, as well as children's participation. An important outcome is that syntactic complexity is higher in utterances with both sign and speech. SLN does not have higher outcomes on richness or complexity, but is dominant in terms of frequency of use.

Contains fulltext : 64017.pdf (publisher's version ) (Closed access), The authors compared evaluations by parents and teachers of the communicative abilities of deaf children. Such comparisons between parents' and professionals' assessments of the language development of children who are deaf can provide useful information on which to base ecologically valid intervention approaches. A secondary interest of the authors was to investigate the possible influences on language development of gender, the presence or absence of cochlear implantation, and communication modality (i.e., auditory-verbal or bilingual). The study included the mothers and teachers of 14 deaf children educated in auditory-verbal or bilingual programs. Two scales from a survey instrument, Profiles of the Hearing Impaired (Webster & Webster, 1995), were used. No significant differences between the teachers' and parents' evaluations were found. Gender, cochlear implantation, and communication modality were found to have no significant effect on the evaluations.