Spontaneous Sign Systems in Four Cultures

描述（由申请人提供）：说语言是 是先天的还是后天习得的该提案试图 用实验性的术语来阐述这些问题 调查，询问语言发展的哪些方面是如此 过度确定，即使在不同的学习条件下， 远远超出了标准。参与者是听力正常的父母 他们还没有接触过手语，他们的听力损失是如此严重， 深奥到妨碍口语的习得。尽管他们缺乏 一种可以理解的传统语言模式，这些孩子确实可以交流， 开发以类似语言的方式构建的手势系统。此外，委员会认为， 听力正常的中国聋哑儿童的手势系统与 他们的美国同行，这表明，聋哑儿童的姿态， 系统是有弹性的，不仅是因为缺乏传统语言， 文化差异，也是文化差异。这些聋哑孩子的手势 系统从何而来？一个候选者是有听力的成年人在他们说话时产生的手势。 谈谈事实上，说普通话的人的手势与 会说英语。然而，成年人在说语言时使用的手势 在类型上与普通话和英语不同-动词框架语言， 如西班牙语或土耳其语-与讲西班牙语或土耳其语的人使用的手势截然不同。 卫星框架语言，如英语或普通话。这四种文化 从而提供了一个机会，以检查听力扬声器的手势对 聋哑儿童发展的手势系统。如果这四个国家的聋哑儿童 不同的文化发展出具有相同结构的手势系统， 他们看到的手势，孩子们自己一定带来了强烈的偏见， 沟通的情况。该项目有四个目标：（1）描述如何 说西班牙语或土耳其语的成年人的手势不同于说 普通话或英语。(2)为了确定手势系统是否由 西班牙和土耳其听力正常父母的聋哑儿童的结构是 中国和美国聋哑儿童创造的手势系统， 他们看到的手势模型的差异。(3)为了描述西班牙人， 土耳其、中国和美国的听力正常儿童使用手势的方式与 即使他们看到听力正常的成年人 同样的手势。(4)为了确定西班牙语、土耳其语、汉语和 美国听力正常的成年人，当被要求使用手势作为他们唯一的表达方式时， 交流，产生像聋哑儿童一样的手势结构。

DESCRIPTION (provided by applicant): What might it mean to say that language is innate or, alternatively, that language must be learned? This proposal attempts to articulate these questions in terms that lend themselves to experimental investigation, asking which aspects of language development are so over-determined that they will appear even under learning conditions that vary widely from the norm. The participants are deaf children whose hearing parents have not yet exposed them to sign language, and whose hearing losses are so profound as to preclude acquisition of spoken language. Despite their lack of an accessible conventional language model, these children do communicate, developing gesture systems that are structured in language-like ways. Moreover, Chinese deaf children of hearing parents develop the same gesture systems as their American counterparts, suggesting that the deaf children's gesture systems are resilient, not only to the absence of a conventional language model, but also to cultural variation. Where do these deaf children's gesture systems come from? One candidate is the gestures hearing adults produce as they talk. Indeed, the gestures of Mandarin speakers are similar in type to those of English speakers. However, the gestures adults use when speaking languages typologically distinct from Mandarin and English - verb-framed languages such as Spanish or Turkish - differ strikingly from the gestures used by speakers of satellite-framed languages such as English or Mandarin. These four cultures thus offer an opportunity to examine effects of hearing speakers' gestures on the gesture systems developed by deaf children. If deaf children in all four cultures develop gesture systems with the same structure despite differences in the gestures they see, the children themselves must be bringing strong biases to the communication situation. The project has four aims: (1) To describe how adult speakers of Spanish or Turkish gesture differently from adult speakers of Mandarin or English. (2) To determine whether gesture systems created by Spanish and Turkish deaf children of hearing parents are structured as are gesture systems created by Chinese and American deaf children despite differences in the gestural models they see. (3) To describe how Spanish, Turkish, Chinese and American hearing children use gestures differently from deaf children in these same cultures even though they see hearing adults using the same gestures. (4) To determine whether Spanish, Turkish, Chinese and American hearing adults, when asked to use gesture as their sole means of communication, produce gestures structured like the deaf child's.