What language creation in the manual modality tells us about the foundations of language

Linguistic Review

Volumn 22, Issue 2-4, 2005, Pages 199-225

  Goldin Meadow, Susan ^a  

^a UNIVERSITY OF CHICAGO   (United States)

Author keywords

[No Author keywords available]

Indexed keywords

EID: 29144494454     PISSN: 01676318     EISSN: 16133676     Source Type: Journal    
DOI: 10.1515/tlir.2005.22.2-4.199     Document Type: Review

References (44)

1. Block, Ned (1979). A confusion about innateness. Behavioral and Brain Sciences 2:27-29.
2. Bloom, Louis (1970). Language Development: Form and Function in Emerging Grammars. Cambridge, MA: MIT Press.
3. Butcher, Cynthia, Carolyn Mylander, and Susan Goldin-Meadow (1991). Displaced communication in a self-styled gesture system: Pointing at the non-present. Cognitive Development 6: 315-342.
4. Dixon, R. M. W. (1979). Ergativity. Language 55: 59-138.
5. DuBois, Jack W. (1987). The discourse basis of ergativity. Language 63: 805-855.
6. Chomsky, Noam (1965). Aspects of the Theory of Syntax. Cambridg, MA: MIT Press.
7. Feldman, Heidi, Susan Goldin-Meadow, and Lila Gleitman (1978). Beyond Herodotus: The creation of language by linguistically deprived deaf children. In Action, Symbol, and Gesture: The Emergence of Language, Andrew Lock (ed), 351-414. New York: Academic Press.
8. Gleitman, Lila R. (1990). The structural sources of verb meanings. Language Acquisition 1:3-55.
9. Gleitman, Lila R., Kimberly Cassidy, Rebecca Nappa, Anna Papafragou, and John C. Trueswell (2005). Hard words. Language Learning and Development 1: 23-64.
10. Goldin-Meadow, Susan (1978). A study in human capacities. Science 200: 649-651.
11. _ (1982). The resilience of recursion: A study of a communication system developed without a conventional language model. In Language Acquisition: The State of the Art, Eric Wanner and Lila R. Gleitman (eds.), 51-77. New York: Cambridge University Press.
12. _ (1987). Underlying redundancy and its reduction in a language developed without a language model: The importance of conventional linguistic input. In Studies in the Acquisition of Anaphora: Applying the Constraints, Vol. II, Barbara Lust (ed.), 105-133. Boston, Mass.: D. Reidel Publishing Company.
13. _ (2003a). The Resilience of Language: What Gesture Creation in Deaf Children Can Tell Us about How All Children Learn Language. New York: Psychology Press.
14. _ (2003b). Hearing Gesture: How Our Hands Help Us Think. Cambridge, MA: Harvard University Press.
15. Goldin-Meadow, Susan, Cynthia Butcher, Carolyn Mylander and Mark Dodge (1994). Nouns and verbs in a self-styled gesture system: What's in a name? Cognitive Psychology 27: 259-319.
16. Goldin-Meadow, Susan and Carolyn Mylander (1998). Spontaneous sign systems created by deaf children in two cultures. Nature 91: 279-281.
17. Goldin-Meadow, Susan, Cynthia Mylander, and Carolyn Butcher (1995). The resilience of combinatorial structure at the word level: Morphology in self-styled gesture systems. Cognition 56: 195-262.
18. Gordon, Peter (2004). The origin of argument structure in infant event representation. Proceedings of the Boston University Conference on Language Development 28: 189-198.
19. Gottlieb, Gilbert (1991). Experiential canalization of behavioral development: Results. Developmental Psychology 27: 35-39.
20. Greenfield, Patricia M. and E. Sue Savage-Rumbaugh (1991). Imitation, grammatical development, and the invention of protogrammar by an ape. In Biological and Behavioral Determinants of Language Development, Norman A. Krasnegor, Duane M. Rumbaugh, Richard L. Schiefelbusch, and Michael Studdert-Kennedy (eds.), 235-262. Hillsdale, N. J.: Earlbaum Associates.
21. Huttenlocher, Janellen and Patricia Smiley (1987). Early word meanings: The case of object names. Cognitive Psychology 19: 63-89.
22. Hyams, Nina (1986). Language Acquisition and the Theory of Parameters. Boston: Reidel.
23. _ (1994). Commentary: Null subjects in child language and the implications of cross-linguistic variation. In Syntactic Theory and First Language Acquisition: Cross-linguistic Perspectives, Volume 2, Binding, Dependencies and Learnability, Barbara Lust, G. Hermon, and Jaklin Kornfilt (eds.), 287-299. Hillsdale, N.J.: Earlbaum.
24. Jackendoff, Ray (2002). The Foundations of Language. Cambridg, MA: MIT Press.
25. Kegl, Judith, Ann Senghas, and Marie Coppola (1999). Creation through contact: Sign language emergence and sign language change in Nicaragua. In Language Creation and Language Change: Crealization, Diachrony, and Development, Michel DeGraff (ed.), 179-237. Cambridge, MA: MIT Press.
26. Klima, Edward and Ursula Bellugi (1979). The Signs of Language. Cambridge, Mass.: Harvard University Press.
27. Liddell, Scott (1980). American Sign Language Syntax. The Hague: Mouton.
28. Liddell, Scott and Robert Johnson (1986). American Sign Language compound formation processes, lexicalization, and phonological remnants. Natural Language and Linguistic Theory 4: 445-513.
29. Lidz, Jeffrey and Lila R. Gleitman (2004). Yes, we still need Universal Grammar. Cognition 94: 85-93.
30. Lillo-Martin, Diane (1999). Modality effects and modularity in language acquisition: The acquisition of American Sign Language. In The Handbook of Child Language Acquisition, William C. Ritchie and Tej K. Bhatia (eds.), 531-567. New York: Academic Press.
31. Lust, Barbara (1981). Constraints on anaphora in child language: A prediction for a universal. In Language Acquisition and Linguistic Theory, Susan L. Tavakolian (ed.), 74-96. Cambridge, MA: MIT Press.
32. Mayberry, Rachel I. (1992). The cognitive development of deaf children: Recent insights. In Child Neuropsychology, Volume 7, Handbook of Neuropsychology, Sidney Segalowitz and Isabel Rapin (eds.), F. Boller and J. Graffman (Series eds.) 51-68. Amsterdam: Elsevier.
33. Morford, Jill P., and Susan Goldin-Meadow (1997). From here to there and now to then: The development of displaced reference in homesign and English. Child Development 68: 420-435.
34. Newport, Elissa L. and Richard P. Meier (1985). The acquisition of American Sign Language. In The Cross-Linguistic Study of Language Acquisition, Vol. I: The Data, Dan I. Slobin (ed), 881-938. Hillsdale, N.J.: Erlbaum.
35. Padden, Carol (1983). Interaction of morphology and syntax in American Sign Language. Unpublished Ph.D. Dissertation, Univ. of California at San Diego.
36. Senghas, Ann, Marie Coppola, Elissa L. Newport, and Ted Supalla (1997) Argument structure in Nicaraguan Sign Language: The Emergence of grammatical devices. Proceedings of Boston University Child Language Development 21: 550-561.
37. Senghas, Ann and Marie Coppola (2001). Children creating language: How Nicaraguan Sign Language acquired a spatial grammar. Psychological Science 12: 323-328.
38. Spelke, Elizabeth S. and Elissa L. Newport (1998). Nativism, empiricism, and the development of knowledge. In Handbook of Child Psychology, 5th Edition, Volume I, William Damon (ed.), 275-340. N.Y.: John Wiley & Sons.
39. Thelen, Esther and Beverly D. Ulrich (1991). Hidden skills: A dynamic systems analysis of tread-mill stepping during the first year. Monographs of the Society for Research in Child Development, Serial No. 223 (Issue 1), 56.
40. Thompson, Sandra A. (1988). A discourse approach to the cross-linguistic category 'adjective'. In Explaining Language Universals, John A. Hawkins (ed.), 167-185. Cambridge, MA: Basil Blackwell.
41. Tomasello, Michael (2000). Do young children have adult syntactic competence? Cognition 74: 209-253.
42. Waddington, Conrad H. (1957). The Strategy of the Genes. London: Allen & Unwin.
43. Wimsatt, William C. (1986). Developmental constraints, generative entrenchment and the innate-acquired distinction. In Integrating Scientific Disciplines. William Bechtel (ed.), 189-208. Dordrecht: Martinus Nijhoff.
44. Zheng, Ming-yu and Susan Goldin-Meadow (2002). Thought before language: How deaf and hearing children express motion events across cultures. Cognition 85: 145-175.