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The resilience of language [[electronic resource] ] : what gesture creation in deaf children can tell us about how all children learn language / / Susan Goldin-Meadow
| The resilience of language [[electronic resource] ] : what gesture creation in deaf children can tell us about how all children learn language / / Susan Goldin-Meadow |
| Autore | Goldin-Meadow Susan |
| Pubbl/distr/stampa | New York, N.Y., : Psychology Press, 2005 |
| Descrizione fisica | 1 online resource (285 p.) |
| Disciplina | 401.93 |
| Collana | Essays in developmental psychology |
| Soggetto topico |
Deaf children - Means of communication
Gesture Language acquisition |
| Soggetto genere / forma | Electronic books. |
| ISBN |
1-281-51545-0
9786611515454 0-203-94326-0 |
| Formato | Materiale a stampa  |
| Livello bibliografico | Monografia |
| Lingua di pubblicazione | eng |
| Nota di contenuto |
COVER; TITLE; COPYRIGHT; CONTENTS; ACKNOWLEDGMENTS; ACCOMPANYING WEBSITE OF VIDEO CLIPS; INTRODUCTION; PART I: THE PROBLEM OF LANGUAGE-LEARNING; CHAPTER 1: Out of the Mouths of Babes; CHAPTER 2: How Do Children Learn Language?; CHAPTER 3: Language-Learning Across the Globe; CHAPTER 4: Language-Learning by Hand; CHAPTER 5: Does More or Less Input Matter?; PART II: LANGUAGE DEVELOPMENT WITHOUT A LANGUAGE MODEL; CHAPTER 6: Background on Deafness and Language-Learning; CHAPTER 7: How Do We Begin?; CHAPTER 8: Words; CHAPTER 9: The Parts of Words; CHAPTER 10: Combining Words Into Simple Sentences
CHAPTER 11: Making Complex Sentences out of Simple Ones: RecursionCHAPTER 12: Building a System; CHAPTER 13: Beyond the Here-and-Now: The Functions Gesture Serves; CHAPTER 14: How Might Hearing Parents Foster Gesture Creation in Their Deaf Children?; CHAPTER 15: Gesture Creation Across the Globe; PART III: THE CONDITIONS THAT FOSTER LANGUAGE AND LANGUAGE-LEARNING; CHAPTER 16: How Do the Resilient Properties of Language Help Children Learn Language?; CHAPTER 17: When Does Gesture Become Language?; CHAPTER 18: Is Language Innate?; CHAPTER 19: The Resilience of Language; REFERENCES; AUTHOR INDEX SUBJECT INDEX |
| Record Nr. | UNINA-9910454719803321 |
Goldin-Meadow Susan
|
||
| New York, N.Y., : Psychology Press, 2005 | ||
| Materiale a stampa | ||
| Lo trovi qui: Univ. Federico II | ||
| ||
The Resilience of Language [[electronic resource] ] : What Gesture Creation in Deaf Children Can Tell Us About How All Children Learn Language
| The Resilience of Language [[electronic resource] ] : What Gesture Creation in Deaf Children Can Tell Us About How All Children Learn Language |
| Autore | Goldin-Meadow Susan |
| Pubbl/distr/stampa | Hoboken, : Taylor and Francis, 2005 |
| Descrizione fisica | 1 online resource (515 p.) |
| Disciplina |
401.93
401/.93 |
| Collana | Essays in Developmental Psychology |
| Soggetto topico |
Deaf children -- Means of communication
Gesture Language acquisition Manual Communication Child Development Age Groups Nonverbal Communication Human Development Persons Rehabilitation of Hearing Impaired Behavior and Behavior Mechanisms Rehabilitation Communication Therapeutics Information Science Behavior Sign Language Child Language Development Languages & Literatures Philology & Linguistics |
| ISBN |
1-135-43338-0
9786611515454 1-281-51545-0 0-203-94326-0 1-84169-436-3 1-135-43339-9 |
| Formato | Materiale a stampa |
| Livello bibliografico | Monografia |
| Lingua di pubblicazione | eng |
| Nota di contenuto |
Cover; 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
Studying 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? Children 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 Pointing 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 Marking 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 The Utterance Grows Not Only in Size but Also in Organization: Nouns, Verbs, and Adjectives |
| Record Nr. | UNINA-9910791199203321 |
|
Goldin-Meadow Susan
|
||
| Hoboken, : Taylor and Francis, 2005 | ||
| Materiale a stampa | ||
| Lo trovi qui: Univ. Federico II | ||
| ||
The resilience of language : what gesture creation in deaf children can tell us about how all children learn language / / Susan Goldin-Meadow
| The resilience of language : what gesture creation in deaf children can tell us about how all children learn language / / Susan Goldin-Meadow |
| Autore | Goldin-Meadow Susan |
| Edizione | [1st ed.] |
| Pubbl/distr/stampa | New York, N.Y., : Psychology Press, 2005 |
| Descrizione fisica | 1 online resource (515 p.) |
| Disciplina |
401.93
401/.93 |
| Collana | Essays in developmental psychology |
| Soggetto topico |
Deaf children - Means of communication
Gesture Language acquisition |
| ISBN |
1-135-43338-0
9786611515454 1-281-51545-0 0-203-94326-0 1-84169-436-3 1-135-43339-9 |
| Formato | Materiale a stampa |
| Livello bibliografico | Monografia |
| Lingua di pubblicazione | eng |
| Nota di contenuto |
Cover; 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
Studying 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? Children 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 Pointing 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 Marking 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 The Utterance Grows Not Only in Size but Also in Organization: Nouns, Verbs, and Adjectives |
| Record Nr. | UNINA-9910828040803321 |
|
Goldin-Meadow Susan
|
||
| New York, N.Y., : Psychology Press, 2005 | ||
| Materiale a stampa | ||
| Lo trovi qui: Univ. Federico II | ||
| ||