Katherine Trice
Katherine Trice
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Sign Language
Metaphors we Learn to Sign by: Transfer Effects of Existing Eign Language Expertise on Meaning Assignment and Metaphor Inference in a Novel Sign Language
Our study investigated metaphor inferencing in second languages (L2). According to universalist accounts, L2 metaphor comprehension …
Julia Hofweber
,
Lizzy Aumonier
,
Tess Latham
,
Katherine Marie Trice
,
Zhenghan Qi
Project
DOI
Brain and Language
Metaphors we Learn to Sign by: Transfer Effects of Existing Sign Language Expertise on Meaning Assignment and Metaphor Inference in a Novel Sign Language
A poster on the impact sign language experience on the implicit learning of novel sign meaning.
Nov 8, 2025 12:00 AM
Boston,MA
Julia Hofweber
,
Katherine Trice
,
Tess Latham
,
Lizzie Aumonier
,
Zhenghan Qi
Project
The Roles of Written & Sign Language Experiences in Visual Statistical Learning
A poster on the relationship between statistical learning, sign language acquisition, and reading ability in Deaf adults.
Nov 7, 2025 12:00 AM
Boston,MA
Katherine Trice
,
Julia Hofweber
,
Zhenghan Qi
PDF
Project
Visual Statistical Learning Across Linguistic and Non-linguistic Domains in Deaf and Hard of Hearing Individuals
A poster on the relationship between linguistic and non-linguistic statistical learning in Deaf adults.
Jun 7, 2024 12:00 AM
San Sebastian, Spain
Katherine Trice
,
Kelly Chan
,
Lizzy Aumonier
,
Julia Hofweber
,
Zhenghan Qi
Project
Learning Second Sign Language Operation (LESSO)
What cognitive mechanisms may underpin implicit sign language learning in hearing, Deaf, and CODA adults? Here, we study everything from motor learning to working memory, statistical learning to vocabulary mapping, to determine the factors that most significantly modulate one’s ability to extract and map novel signs from context. Major contributions: Empirically demonstrate the unique interwined nature of statistical learning modalities in Deaf adults; explore its relationship with earlier sign language aquisition and positive correlation with reading ability; supervise assessment programming, piloting, and refining, created full project pipeline; lead recruitment and administration, particularly of more challenging populations such as Deaf individuals and CODAs; analyze and publish results
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