LEADER 06814nam 22011533u 450 001 9910791199203321 005 20230120055211.0 010 $a1-135-43338-0 010 $a9786611515454 010 $a1-281-51545-0 010 $a0-203-94326-0 010 $a1-84169-436-3 010 $a1-135-43339-9 035 $a(CKB)2550000001313244 035 $a(EBL)1701995 035 $a(SSID)ssj0001236670 035 $a(PQKBManifestationID)12452023 035 $a(PQKBTitleCode)TC0001236670 035 $a(PQKBWorkID)11249694 035 $a(PQKB)11255683 035 $a(Au-PeEL)EBL1701995 035 $a(CaONFJC)MIL616492 035 $a(OCoLC)881570576 035 $a(MiAaPQ)EBC360074 035 $a(MiAaPQ)EBC1701995 035 $a(EXLCZ)992550000001313244 100 $a20140623d2005|||| u|| | 101 0 $aeng 135 $aur|n|---||||| 181 $ctxt 182 $cc 183 $acr 200 14$aThe Resilience of Language$b[electronic resource] $eWhat Gesture Creation in Deaf Children Can Tell Us About How All Children Learn Language 210 $aHoboken $cTaylor and Francis$d2005 215 $a1 online resource (515 p.) 225 1 $aEssays in Developmental Psychology 300 $aDescription based upon print version of record. 311 $a1-84169-026-0 311 $a1-306-85241-2 327 $aCover; Half Title; Title Page; Copyright Page; Dedication; Table of Contents; Acknowledgments; Accompanying Website of Video Clips; Introduction; Part I: The Problem of Language-Learning; 1. Out of the Mouths of Babes; Discovering the Units of Sound; Starting With the Word; Learning That Words Are Made of Parts; Combining Words Into Sentences; Elaborating Sentences; In Sum; 2. How Do Children Learn Language?; Theoretical Accounts of Language-Learning; Behaviorist Accounts; Nativist Accounts; Social/Cognitive Accounts; Connectionist Accounts 327 $aStudying Language-Learning by Manipulating EnvironmentsThe Resilient and Fragile Properties of Language; 3. Language-Learning Across the Globe; Children Learn the Particulars of Their Language; When Children Change the Input They Receive; Privileged Meanings; Privileged Forms; Taking Cross-Linguistic Universals to Another Level; 4. Language-Learning by Hand; First Signs; The Parts of Signs; Morphology of Stems; Inflectional Morphology; Combining Signs Into Sentences; Relating Signs to the World or to Other Signs; 5. Does More or Less Input Matter? 327 $aChildren Receive Special Input in All CulturesThe Natural Variation in Language Input That Children Receive Within a Culture; Enriching the Input to Children; Degrading the Input to Children; Where Are We?; Part II: Language Development without a Language Model; 6. Background on Deafness and Language-Learning; Learning Spoken Language; Learning Sign Language; The Deaf Children We Studied; Hearing Abilities and Oral Language Skills; Manual Language Skills; Our Procedures; 7. How Do We Begin?; Identifying a Gesture; Segmenting Strings of Gestures; Assigning Meaning to Gestures; 8. Words 327 $aPointing GesturesThe Objects Points Refer To; The Roles Points Assume in Gesture Sentences; The Capacity Points Have to Refer to the Non-Present; Iconic Gestures; Modulating Gestures; Summary: Gestures That Function as Words in a Linguistic System; 9. The Parts of Words; A Limited Number of Forms; Each Form Has a Consistent Meaning; Form-Meaning Pairings Combine Freely With Each Other; The Parts Grow Out of Wholes; Summary: A Simple Morphology; 10. Combining Words Into Simple Sentences; The Meanings Simple Sentences Convey; Underlying Predicate Frames Organize the Sentence 327 $aMarking Semantic Roles in the SentenceMarking Roles by Producing Them at a Particular Rate in a Sentence: Syntax; Marking Roles by Placing Them in a Particular Position in a Sentence: Syntax; Marking Roles by Inflecting the Verb in a Sentence: Inflectional Morphology; Summary: A Simple Syntax; 11. Making Complex Sentences out of Simple Ones: Recursion; The Meanings Complex Sentences Convey; Combining Underlying Predicate Frames; Marking Redundant or Shared Elements in the Surface of a Sentence; Summary of Recursion; 12. Building a System; An Utterance Grows in Size and Scope 327 $aThe Utterance Grows Not Only in Size but Also in Organization: Nouns, Verbs, and Adjectives 330 $aImagine a child who has never seen or heard any language at all. Would such a child be able to invent a language on her own? Despite what one might guess, the children described in this book make it clear that the answer to this question is 'yes'. The children are congenitally deaf and cannot learn the spoken language that surrounds them. In addition, they have not yet been exposed to sign language, either by their hearing parents or their oral schools. Nevertheless, the children use their hands to communicate - they gesture - and those gestures take on many of the forms and functions of langu 410 0$aEssays in Developmental Psychology 606 $aDeaf children -- Means of communication 606 $aGesture 606 $aLanguage acquisition 606 $aManual Communication 606 $aChild Development 606 $aAge Groups 606 $aNonverbal Communication 606 $aHuman Development 606 $aPersons 606 $aRehabilitation of Hearing Impaired 606 $aBehavior and Behavior Mechanisms 606 $aRehabilitation 606 $aCommunication 606 $aTherapeutics 606 $aInformation Science 606 $aBehavior 606 $aSign Language 606 $aChild 606 $aLanguage Development 606 $aLanguages & Literatures$2HILCC 606 $aPhilology & Linguistics$2HILCC 615 4$aDeaf children -- Means of communication. 615 4$aGesture. 615 4$aLanguage acquisition. 615 2$aManual Communication 615 2$aChild Development 615 2$aAge Groups 615 2$aNonverbal Communication 615 2$aHuman Development 615 2$aPersons 615 2$aRehabilitation of Hearing Impaired 615 2$aBehavior and Behavior Mechanisms 615 2$aRehabilitation 615 2$aCommunication 615 2$aTherapeutics 615 2$aInformation Science 615 2$aBehavior 615 2$aSign Language 615 2$aChild 615 2$aLanguage Development 615 7$aLanguages & Literatures 615 7$aPhilology & Linguistics 676 $a401.93 676 $a401/.93 700 $aGoldin-Meadow$b Susan$0778381 801 0$bAU-PeEL 801 1$bAU-PeEL 801 2$bAU-PeEL 906 $aBOOK 912 $a9910791199203321 996 $aThe Resilience of Language$93758631 997 $aUNINA