LEADER 05651nam 2200745Ia 450 001 9910828040803321 005 20200520144314.0 010 $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 $a20021003d2005 uy 0 101 0 $aeng 135 $aur|n|---||||| 181 $ctxt 182 $cc 183 $acr 200 14$aThe resilience of language $ewhat gesture creation in deaf children can tell us about how all children learn language /$fSusan Goldin-Meadow 205 $a1st ed. 210 $aNew York, N.Y. $cPsychology Press$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 $a1-306-85241-2 320 $aIncludes bibliographical referencesand indexes. 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 $aDeaf children$xMeans of communication 606 $aGesture 606 $aLanguage acquisition 615 0$aDeaf children$xMeans of communication. 615 0$aGesture. 615 0$aLanguage acquisition. 676 $a401.93 676 $a401/.93 700 $aGoldin-Meadow$b Susan$0778381 801 0$bMiAaPQ 801 1$bMiAaPQ 801 2$bMiAaPQ 906 $aBOOK 912 $a9910828040803321 996 $aThe Resilience of Language$93987402 997 $aUNINA