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We investigated indexical variation as a variable that promotes second language (L2) vocabulary learning across language modalities. In three experiments, we presented Catalan Sign Language signs (Experiments 1a and 1b), pseudowords (Experiment 2), and English words (Experiment 3) to participants in three conditions that varied in the number of people who introduced these stimuli (one, three, or six people). We evaluated learning outcomes in two recall tasks: a picture-to-L2 naming task and a L2-to-L1 translation task. For the sign modality, indexical variation benefitted the immediate recall of signs in the translation task (Experiment 1a) and delayed recall after two weeks in the picture naming task (Experiment 1b). For the oral modality, we observed no effect when participants learned pseudowords (Experiment 2), but variability benefited recall in the translation task when participants learned English words (Experiment 3). We discuss these contrastive results, considering the influence of indexical variation in adult L2 sign and oral vocabulary learning.

In the past years, there has been a significant increase in the number of people learning sign languages. For hearing second language (L2) signers, acquiring a sign language involves acquiring a new language in a different modality. Exploring how L2 sign perception is accomplished and how newly learned categories are created is the aim of the present study. In particular, we investigated handshape perception by means of two tasks, identification and discrimination. In two experiments, we compared groups of hearing L2 signers and groups with different knowledge of sign language. Experiment 1 explored three groups of children--hearing L2 signers, deaf signers, and hearing nonsigners. All groups obtained similar results in both identification and discrimination tasks regardless of sign language experience. In Experiment 2, two groups of adults--Catalan sign language learners (LSC) and nonsigners--perceived handshapes that could be permissible (either as a sign or as a gesture) or not. Both groups obtained similar results in both tasks and performed significantly different perceiving handshapes depending on their permissibility. The results obtained here suggest that sign language experience is not a determinant factor in handshape perception and support other hypotheses considering gesture experience.

We investigated indexical variation as a variable that promotes second language (L2) vocabulary learning across language modalities. In three experiments, we presented Catalan Sign Language signs (Experiments 1a and 1b), pseudowords (Experiment 2), and English words (Experiment 3) to participants in three conditions that varied in the number of people who introduced these stimuli (one, three, or six people). We evaluated learning outcomes in two recall tasks: a picture‐to‐L2 naming task and a L2‐to‐L1 translation task. For the sign modality, indexical variation benefitted the immediate recall of signs in the translation task (Experiment 1a) and delayed recall after two weeks in the picture naming task (Experiment 1b). For the oral modality, we observed no effect when participants learned pseudowords (Experiment 2), but variability benefited recall in the translation task when participants learned English words (Experiment 3). We discuss these contrastive results, considering the influence of indexical variation in adult L2 sign and oral vocabulary learning. A one‐page Accessible Summary of this article in non‐technical language is freely available in the Supporting Information online and at https://oasis‐database.org [ABSTRACT FROM AUTHOR]

In the past years, there has been a significant increase in the number of people learning sign languages. For hearing second language (L2) signers, acquiring a sign language involves acquiring a new language in a different modality. Exploring how L2 sign perception is accomplished and how newly learned categories are created is the aim of the present study. In particular, we investigated handshape perception by means of two tasks, identification and discrimination. In two experiments, we compared groups of hearing L2 signers and groups with different knowledge of sign language. Experiment 1 explored three groups of children—hearing L2 signers, deaf signers, and hearing nonsigners. All groups obtained similar results in both identification and discrimination tasks regardless of sign language experience. In Experiment 2, two groups of adults—Catalan sign language learners (LSC) and nonsigners—perceived handshapes that could be permissible (either as a sign or as a gesture) or not. Both groups obtained similar results in both tasks and performed significantly different perceiving handshapes depending on their permissibility. The results obtained here suggest that sign language experience is not a determinant factor in handshape perception and support other hypotheses considering gesture experience. [ABSTRACT FROM AUTHOR]