@inproceedings{geer-keane-2014-exploring,
title = "Exploring factors that contribute to successful fingerspelling comprehension",
author = "Geer, Leah and
Keane, Jonathan",
editor = "Calzolari, Nicoletta and
Choukri, Khalid and
Declerck, Thierry and
Loftsson, Hrafn and
Maegaard, Bente and
Mariani, Joseph and
Moreno, Asuncion and
Odijk, Jan and
Piperidis, Stelios",
booktitle = "Proceedings of the Ninth International Conference on Language Resources and Evaluation ({LREC}'14)",
month = may,
year = "2014",
address = "Reykjavik, Iceland",
publisher = "European Language Resources Association (ELRA)",
url = "http://www.lrec-conf.org/proceedings/lrec2014/pdf/371_Paper.pdf",
pages = "1905--1910",
abstract = "Using a novel approach, we examine which cues in a fingerspelling stream, namely holds or transitions, allow for more successful comprehension by students learning American Sign Language (ASL). Sixteen university-level ASL students participated in this study. They were shown video clips of a native signer fingerspelling common English words. Clips were modified in the following ways: all were slowed down to half speed, one-third of the clips were modified to black out the transition portion of the fingerspelling stream, and one-third modified to have holds blacked out. The remaining third of clips were free of blacked out portions, which we used to establish a baseline of comprehension. Research by Wilcox (1992), among others, suggested that transitions provide more rich information, and thus items with the holds blacked out should be easier to comprehend than items with the transitions blacked out. This was not found to be the case here. Students achieved higher comprehension scores when hold information was provided. Data from this project can be used to design training tools to help students become more proficient at fingerspelling comprehension, a skill with which most students struggle.",
}
<?xml version="1.0" encoding="UTF-8"?>
<modsCollection xmlns="http://www.loc.gov/mods/v3">
<mods ID="geer-keane-2014-exploring">
<titleInfo>
<title>Exploring factors that contribute to successful fingerspelling comprehension</title>
</titleInfo>
<name type="personal">
<namePart type="given">Leah</namePart>
<namePart type="family">Geer</namePart>
<role>
<roleTerm authority="marcrelator" type="text">author</roleTerm>
</role>
</name>
<name type="personal">
<namePart type="given">Jonathan</namePart>
<namePart type="family">Keane</namePart>
<role>
<roleTerm authority="marcrelator" type="text">author</roleTerm>
</role>
</name>
<originInfo>
<dateIssued>2014-05</dateIssued>
</originInfo>
<typeOfResource>text</typeOfResource>
<relatedItem type="host">
<titleInfo>
<title>Proceedings of the Ninth International Conference on Language Resources and Evaluation (LREC’14)</title>
</titleInfo>
<name type="personal">
<namePart type="given">Nicoletta</namePart>
<namePart type="family">Calzolari</namePart>
<role>
<roleTerm authority="marcrelator" type="text">editor</roleTerm>
</role>
</name>
<name type="personal">
<namePart type="given">Khalid</namePart>
<namePart type="family">Choukri</namePart>
<role>
<roleTerm authority="marcrelator" type="text">editor</roleTerm>
</role>
</name>
<name type="personal">
<namePart type="given">Thierry</namePart>
<namePart type="family">Declerck</namePart>
<role>
<roleTerm authority="marcrelator" type="text">editor</roleTerm>
</role>
</name>
<name type="personal">
<namePart type="given">Hrafn</namePart>
<namePart type="family">Loftsson</namePart>
<role>
<roleTerm authority="marcrelator" type="text">editor</roleTerm>
</role>
</name>
<name type="personal">
<namePart type="given">Bente</namePart>
<namePart type="family">Maegaard</namePart>
<role>
<roleTerm authority="marcrelator" type="text">editor</roleTerm>
</role>
</name>
<name type="personal">
<namePart type="given">Joseph</namePart>
<namePart type="family">Mariani</namePart>
<role>
<roleTerm authority="marcrelator" type="text">editor</roleTerm>
</role>
</name>
<name type="personal">
<namePart type="given">Asuncion</namePart>
<namePart type="family">Moreno</namePart>
<role>
<roleTerm authority="marcrelator" type="text">editor</roleTerm>
</role>
</name>
<name type="personal">
<namePart type="given">Jan</namePart>
<namePart type="family">Odijk</namePart>
<role>
<roleTerm authority="marcrelator" type="text">editor</roleTerm>
</role>
</name>
<name type="personal">
<namePart type="given">Stelios</namePart>
<namePart type="family">Piperidis</namePart>
<role>
<roleTerm authority="marcrelator" type="text">editor</roleTerm>
</role>
</name>
<originInfo>
<publisher>European Language Resources Association (ELRA)</publisher>
<place>
<placeTerm type="text">Reykjavik, Iceland</placeTerm>
</place>
</originInfo>
<genre authority="marcgt">conference publication</genre>
</relatedItem>
<abstract>Using a novel approach, we examine which cues in a fingerspelling stream, namely holds or transitions, allow for more successful comprehension by students learning American Sign Language (ASL). Sixteen university-level ASL students participated in this study. They were shown video clips of a native signer fingerspelling common English words. Clips were modified in the following ways: all were slowed down to half speed, one-third of the clips were modified to black out the transition portion of the fingerspelling stream, and one-third modified to have holds blacked out. The remaining third of clips were free of blacked out portions, which we used to establish a baseline of comprehension. Research by Wilcox (1992), among others, suggested that transitions provide more rich information, and thus items with the holds blacked out should be easier to comprehend than items with the transitions blacked out. This was not found to be the case here. Students achieved higher comprehension scores when hold information was provided. Data from this project can be used to design training tools to help students become more proficient at fingerspelling comprehension, a skill with which most students struggle.</abstract>
<identifier type="citekey">geer-keane-2014-exploring</identifier>
<location>
<url>http://www.lrec-conf.org/proceedings/lrec2014/pdf/371_Paper.pdf</url>
</location>
<part>
<date>2014-05</date>
<extent unit="page">
<start>1905</start>
<end>1910</end>
</extent>
</part>
</mods>
</modsCollection>
%0 Conference Proceedings
%T Exploring factors that contribute to successful fingerspelling comprehension
%A Geer, Leah
%A Keane, Jonathan
%Y Calzolari, Nicoletta
%Y Choukri, Khalid
%Y Declerck, Thierry
%Y Loftsson, Hrafn
%Y Maegaard, Bente
%Y Mariani, Joseph
%Y Moreno, Asuncion
%Y Odijk, Jan
%Y Piperidis, Stelios
%S Proceedings of the Ninth International Conference on Language Resources and Evaluation (LREC’14)
%D 2014
%8 May
%I European Language Resources Association (ELRA)
%C Reykjavik, Iceland
%F geer-keane-2014-exploring
%X Using a novel approach, we examine which cues in a fingerspelling stream, namely holds or transitions, allow for more successful comprehension by students learning American Sign Language (ASL). Sixteen university-level ASL students participated in this study. They were shown video clips of a native signer fingerspelling common English words. Clips were modified in the following ways: all were slowed down to half speed, one-third of the clips were modified to black out the transition portion of the fingerspelling stream, and one-third modified to have holds blacked out. The remaining third of clips were free of blacked out portions, which we used to establish a baseline of comprehension. Research by Wilcox (1992), among others, suggested that transitions provide more rich information, and thus items with the holds blacked out should be easier to comprehend than items with the transitions blacked out. This was not found to be the case here. Students achieved higher comprehension scores when hold information was provided. Data from this project can be used to design training tools to help students become more proficient at fingerspelling comprehension, a skill with which most students struggle.
%U http://www.lrec-conf.org/proceedings/lrec2014/pdf/371_Paper.pdf
%P 1905-1910
Markdown (Informal)
[Exploring factors that contribute to successful fingerspelling comprehension](http://www.lrec-conf.org/proceedings/lrec2014/pdf/371_Paper.pdf) (Geer & Keane, LREC 2014)
ACL