What language creation in the manual modality tells us about the foundations of language
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Susan Goldin-Meadow
Abstract
Universal Grammar offers a set of hypotheses about the biases children bring to language-learning. But testing these hypotheses is difficult, particularly if we look only at language-learning under typical circumstances. Children are influenced by the linguistic input to which they are exposed at the earliest stages of language-learning. Their biases will therefore be obscured by the input they receive. A clearer view of the child’s preparation for language comes from observing children who are not exposed to linguistic input. Deaf children whose hearing losses prevent them from learning the spoken language that surrounds them, and whose hearing parents have not yet exposed them to sign language, nevertheless communicate with the hearing individuals in their worlds and use gestures, called homesigns, to do so. This article explores which properties of Universal Grammar can be found in the deaf children’s homesign systems, and thus tests linguistic theory against acquisition data.
Walter de Gruyter GmbH & Co. KG
Articles in the same Issue
- Editorial preface
- On the status of linguistics as a cognitive science
- Constraints and preadaptations in the earliest stages of language evolution
- Functional organization of speech across the life span: A critique of generative phonology
- Beyond formalities: The case of language acquisition
- What language creation in the manual modality tells us about the foundations of language
- Linguistics, cognitive science, and all that jazz
- The nature of semantics: On Jackendoff’s arguments
- Anatomy matters
- The pied piper of Cambridge
- Lateralization of language: Toward a biologically based model of language
- The science of language
- Attention and empirical studies of grammar
- Psycholinguistics, formal grammars, and cognitive science
- Alternatives to the combinatorial paradigm of linguistic theory based on domain general principles of human cognition
- Subject-auxiliary inversion: A natural category
- Generative linguistics within the cognitive neuroscience of language
- Language as a natural object – linguistics as a natural science
- Contributors
- Publications received
- Language index
- Subject index
- Contents of volume 22
Articles in the same Issue
- Editorial preface
- On the status of linguistics as a cognitive science
- Constraints and preadaptations in the earliest stages of language evolution
- Functional organization of speech across the life span: A critique of generative phonology
- Beyond formalities: The case of language acquisition
- What language creation in the manual modality tells us about the foundations of language
- Linguistics, cognitive science, and all that jazz
- The nature of semantics: On Jackendoff’s arguments
- Anatomy matters
- The pied piper of Cambridge
- Lateralization of language: Toward a biologically based model of language
- The science of language
- Attention and empirical studies of grammar
- Psycholinguistics, formal grammars, and cognitive science
- Alternatives to the combinatorial paradigm of linguistic theory based on domain general principles of human cognition
- Subject-auxiliary inversion: A natural category
- Generative linguistics within the cognitive neuroscience of language
- Language as a natural object – linguistics as a natural science
- Contributors
- Publications received
- Language index
- Subject index
- Contents of volume 22
