Download The Resilience of Language: What Gesture Creation in Deaf by Susan Goldin-Meadow PDF
By Susan Goldin-Meadow
Think a baby who hasn't ever visible or heard any language in any respect. may one of these baby have the capacity to invent a language on her personal? regardless of what one may possibly bet, the youngsters defined during this booklet make it transparent that the reply to this question is 'yes'. the kids are congenitally deaf and can't examine the spoken language that surrounds them. furthermore, they've got now not but been uncovered to signal language, both by means of their listening to mom and dad or their oral colleges. however, the kids use their fingers to speak - they gesture - and people gestures tackle some of the kinds and capabilities of language. The homes of language that we discover within the deaf kid's gestures are only these houses that don't must be passed down from new release to iteration, yet could be reinvented by means of a toddler de novo - the resilient houses of language. This e-book means that all young ones, deaf or listening to, come to language-learning able to improve accurately those language houses. during this means, reviews of gesture production in deaf childrens can convey us the way in which that youngsters themselves have a wide hand in shaping how language is discovered.
Read or Download The Resilience of Language: What Gesture Creation in Deaf Children Can Tell Us About How All Children Learn Language (Essays in Developmental Psychology) PDF
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Extra info for The Resilience of Language: What Gesture Creation in Deaf Children Can Tell Us About How All Children Learn Language (Essays in Developmental Psychology)
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P65 21 3/12/03, 3:19 PM 22 The Resilience of Language Children Learn the Particulars of Their Language In 1985, Dan Slobin encouraged the field of language acquisition to take advantage of the “experiments of nature” offered by the world’s languages. He did so by pointing out the kinds of questions that could only be addressed by cross-linguistic studies (Slobin, 1985a), and by publishing the first two volumes of The cross-linguistic study of language acquisition. The encouragement was wildly successful.
We saw in Chapter 1 that English-learning children detect regularities within paradigms, and often attempt to “regularize” any ill-fitting forms they find; for example, children alter the past tense form for “eat” so that it conforms to the paradigm constructed on the basis of the regular verbs in their language (eat— eats—eated rather than eat—eats—ate). , Romance languages like French or Spanish, or Latin which is said to have at least 100 inflectional forms; Akmajian, Demers, Farmer, & Harnish, 1995).
The reason for this interpretive pattern has to do with how the two propositions (“say,” and “rip”) are linked in the probe question (that is, their constituent structure). The important point is that, at the young age of 3, children appreciate this subtlety that would, in fact, be difficult to teach. However, children do make errors in interpreting complex sentences that adults find easy. When asked to act out the sentence, “the lion tells the bear to climb up the ladder,” they appropriately make the bear do the climbing.