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Linking language to sensory experience: Onomatopoeia in early language development
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The role of onomatopoeia in children's early language development ...
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The Spelling Errors of French and English Children With Developmental Language Disorder at the End of Primary School
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In: Front Psychol (2020)
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Innate and plastic mechanisms in auditory cortex for maternal behavior
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In: Nature (2020)
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Onomatopoeia, gestures, actions and words: how do caregivers use multimodal cues in their communication to children?
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Spelling with DLD: A cross-linguistic analysis of the spelling errors produced by French and English students at the end of primary school
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In: 25th Annual Conference of SSR ; https://hal.archives-ouvertes.fr/hal-02054849 ; 25th Annual Conference of SSR, 2018, Brighton, United Kingdom (2018)
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L’atypie langagière chez les enfants sourds : une piste pour définir le développement du langage normal et pathologique dans les langues des signes
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In: Les atypies langagières de l’enfance à l’âge adulte. Apports de la psycholinguistique et des neurosciences cognitives ; https://halshs.archives-ouvertes.fr/halshs-01740277 ; Caroline Bogliotti; Frédéric Isel; Anne Lacheret. Les atypies langagières de l’enfance à l’âge adulte. Apports de la psycholinguistique et des neurosciences cognitives, DeBoeck Supérieur, 2017 (2017)
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Using the hands to represent objects in space: Gesture as a substrate for signed language acquisition.
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Abstract:
An ongoing issue of interest in second language research concerns what transfers from a speaker’s first language to their second. For learners of a sign language, gesture is a potential substrate for transfer. Our study provides a novel test of gestural production by eliciting silent gesture from novices in a controlled environment. We focus on spatial relationships, which in sign languages are represented in a very iconic way using the hands, and which one might therefore predict to be easy for adult learners to acquire. However, a previous study by Marshall and Morgan (2015) revealed that this was only partly the case: in a task that required them to express the relative locations of objects, hearing adult learners of British Sign Language (BSL) could represent objects’ locations and orientations correctly, but had difficulty selecting the correct handshapes to represent the objects themselves. If hearing adults are indeed drawing upon their gestural resources when learning sign languages, then their difficulties may have stemmed from their having in manual gesture only a limited repertoire of handshapes to draw upon, or, alternatively, from having too broad a repertoire. If the first hypothesis is correct, the challenge for learners is to extend their handshape repertoire, but if the second is correct, the challenge is instead to narrow down to the handshapes appropriate for that particular sign language. 30 sign-naïve hearing adults were tested on Marshall and Morgan’s task. All used some handshapes that were different from those used by native BSL signers and learners, and the set of handshapes used by the group as a whole was larger than that employed by native signers and learners. Our findings suggest that a key challenge then when learning to express locative relations might be reducing from a very large set of gestural resources, rather than supplementing a restricted one, in order to converge on the conventionalised classifier system that forms part of the grammar of the language being learned.
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URL: https://doi.org/10.3389/fpsyg.2017.02007
https://kar.kent.ac.uk/64179/
https://kar.kent.ac.uk/64179/1/Janke%20and%20Marshall%202017.pdf
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| 11 |
Teachers’ reported practices for teaching writing in England
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Language lateralization of hearing native signers: A functional transcranial Doppler sonography (fTCD) study of speech and sign production
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Deaf children's non-verbal working memory is impacted by their language experience
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Language lateralization of hearing native signers: A functional transcranial Doppler sonography (fTCD) study of speech and sign production
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Word production errors in children with developmental language impairments
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Phonological deficits in specific language impairment and developmental dyslexia: towards a multidimensional model
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Phonological deficits in specific language impairment and developmental dyslexia: towards a multidimensional model
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