ABSTRACT. This talk asserts that important aspects of people’s rich experiences of narratives arise from processes of transportation and participation.  Transportation refers to people’s sense that they have become cognitively and emotionally immersed in a narrative world.  I review empirical research that demonstrates how transportation varies as narratives unfold.  I also discuss how transportation may occur in the context of even very brief narratives.  Participation refers to the concept that people’s cognitive and emotional responses to narrative events parallel those they would have as side-participants to real-world events.  I review empirical research demonstrating the range of people’s participatory responses (i.e., the mental content they encode as a function of participation) as well as some consequences of those responses.  The talk concludes with a discussion of people’s emotional responses to narratives.  The discussion of emotions will indicate how transportation and participation reciprocally support narrative experiences.  Taken as a whole, the talk suggests that models of narrative processing would do well to include processes of transportation and participation within their scope.

ABSTRACT. Multimodal transduction (MT) is an interaction in deaf education that traverses changes in epistemology and ontology. Deaf faculty use MT to convert inaccessible modes to become accessible, often by enhancing visuality or multimodality. Deaf faculty enhance perceptibility by changing modalities, including the full range of language-based and communication-based discourse modes. Throughout MT, deaf pedagogues aim to preserve meaning, which is “carried across” one mode (or ensemble) into another, using an aesthetic mechanism similar to metaphors.

ABSTRACT. The writing of deaf/hard-of-hearing (dhh) students is under-researched. This is especially true of multilingual dhh students – those who use sign language as their primary language, in addition to one or more other languages. Research suggests that it is possible to use definitions writing – a relatively concise framework – to evaluate academic writing skills. This study examines definitions writing of 94 high-school age multilingual dhh students. Findings suggest variability in this skill among participants.

ABSTRACT. I explore what I call a critical heteroglossic framework that considers how multimodal texts re-story dominant deficit narratives of deaf people. I consider deaf characters in two semi-autobiographical comics from the series, That Deaf Guy. I investigate how visual design features communicate dichotomous discourse worlds, deaf and hearing, and conclude by imagining what it would take to move toward analyses that interrogate how multimodal texts reify, critique, and re-story dominant constructions of deaf people.

ABSTRACT. Deaf students are routinely left out of the science sphere because science-specific vocabulary in American Sign Language (ASL) is severely limited (Author et al., 2020). In this study, we are concerned about translating scientific text in English to ASL using Systemic Functional Linguistic (SFL) that regarding language as a meaning-making resource (Kim, 2007).

ABSTRACT. This study explores the writing characteristics of deaf emergent writers in upper elementary grades to investigate the intertwined phenomena of language deprivation, emergent writing, and multilingual writing. We aim to bring attention to the impact of language deprivation on deaf students’ writing while also recognizing their resilience and capacity in engaging with their linguistic resources.

ABSTRACT. Three studies investigated whether reactivation, integration, and validation processes proposed by the RI-Val model apply to illustrated texts. Participants read consistent or inconsistent versions of texts that were either illustrated or not illustrated by pictures. All three studies showed longer reading times for the inconsistent than for the consistent versions. This was even the case if the contradiction was only caused by the picture. These findings confirm that the RI-Val model applies to illustrated texts.

ABSTRACT. Reading time for context-inconsistent sentences exceeds consistent ones(consistency effect: CE). Experiments explored readers' awareness of those inconsistencies. Experiment 1 replicated the CE but 47% of inconsistencies were overlooked when Experiment-2 participants judged the accuracy of each story sentence. However, those participants possessed the relevant knowledge: Experiment-3 participants exhibited over 85% accuracy when EXPLICITLY ASKED about target consistency. Thus, readers are not reliably aware of the inconsistencies diagnosed by the consistency effect.

ABSTRACT. Participants read expository-style passages in which a target sentence in the second-half was with consistent or inconsistent with information from the first-half. They experienced a disruption in reading in the inconsistent condition when passages were presented as single texts (Exp1), multiple texts separated by a passage break (Exp2), and multiple texts separated by an unrelated text (Exp3). We conclude that related information both within and across passages is reactivated by the same basic memory process.

ABSTRACT. We tested whether drawing improves the detection of inconsistencies and memory for scientific explanations. Depictive drawing helps the final representation differentially depending on text consistency: memory for the correct mechanism in manipulated sentences when consistent and memory for the correct outcome in target sentences when inconsistent. It does not help detection. Drawing a causal model does not help inconsistency detection or memory for the consistent version.