Discovering the Biases Children Bring to Language Learning
Discovering the Biases Children Bring to Language Learning
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DOI：
10.1111/cdep.12379
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发表时间：
2020-09-20
影响因子：
6.4
通讯作者：
Goldin-Meadow, Susan
中科院分区：
文献类型：
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作者：
Goldin-Meadow, Susan
儿童接受的语言输入对他们的语言习得有着巨大而直接的影响。这一事实使得我们很难发现儿童给语言学习带来的偏见，因为他们的输入可能会掩盖这些偏见。在本文中，我将目光投向那些缺乏语言输入的儿童，以帮助实现这一发现：听力损失导致他们无法习得口语的聋哑儿童，以及听力正常的父母尚未让他们接触手语。这些孩子缺乏传统语言模型的输入，但却会创造出称为“手语”的手势来与听力正常的人进行交流。手语具有人类语言的许多（尽管不是全部）特性。这些属性为了解儿童在学习或构建语言（对于家庭手语者而言）时寻求的语言结构提供了最清晰的窗口。
The linguistic input children receive has a massive and immediate effect on their language acquisition. This fact makes it difficult to discover the biases that children bring to language learning simply because their input is likely to obscure those biases. In this article, I turn to children who lack linguistic input to aid in this discovery: deaf children whose hearing losses prevent their acquisition of spoken language and whose hearing parents have not yet exposed them to sign language. These children lack input from a conventional language model, yet create gestures, calledhomesigns, to communicate with hearing individuals. Homesigns have many, although not all, of the properties of human language. These properties offer the clearest window onto the linguistic structures that children seek as they either learn or, in the case of homesigners, construct language.