Effects of input quality on ASL vocabulary acquisition in deaf children

输入质量对聋哑儿童 ASL 词汇习得的影响

• 批准号: 10613367
• 负责人: Naomi K. Caselli
• 金额: $ 42.29万
• 依托单位: BOSTON UNIVERSITY (CHARLES RIVER CAMPUS)
• 依托单位国家: 美国
• 财政年份: 2020
• 资助国家: 美国
• 起止时间: 2020-05-08 至 2025-04-30
• 项目状态: 未结题
• 来源: https://reporter.nih.gov/project-details/10613367
• 关键词: 4 year old; Adult; Affect; Age; American Sign Language; Cattle; Child; Childhood; Cochlear Implants; Cognition; Communication; Comprehension; Data; Data Reporting; Databases; Development; Early identification; Exposure to; Goals; Hearing; Horns; Infant; Intervention; Knowledge; Language; Language Delays; Language Development; Learning; Linguistics; Motivation; National Institute on Deafness and Other Communication Disorders; Neighborhoods; Outcome; Parents; Persons; Play; Poverty; Production; Recommendation; Reporting; Research Personnel; Research Project Grants; Risk; School-Age Population; Shapes; Sign Language; Speech Sound; Technology; Testing; Time; Vocabulary; Vocabulary Test; Work; career; critical period; data repository; deaf; density; early childhood; experience; imprint; infancy; innovation; interest; language outcome; lexical; native American sign language; non-Native; phonology; risk mitigation; skills; theories

The majority of deaf children are at risk for impoverished and/or delayed exposure to language, spoken or signed, because they have limited access to speech sounds and have parents who are not native users of a sign language. Work on the critical period has shown that delayed exposure to a first language has lasting effects on many aspects of development. The goal of this project is to understand how exposure to primarily non-native language input during the critical period affects vocabulary acquisition. We focus on phonological neighborhood density and iconicity—two factors that typically shape sign language vocabulary development (Caselli & Pyers, 2017), but may be uniquely affected by impoverished linguistic input during the critical period. Hearing parents, as second language learners of American Sign Language (ASL), are themselves affected by the age at which they begin learning ASL. A hallmark of second language signing is a tradeoff between phonology and iconicity, whereby their sign production is likely to approximate the iconic motivation of a sign (e.g., illustrate the horns of a cow) at the expense of phonological accuracy. We ask whether children who have hearing parents mimic this tradeoff, and are more sensitive to iconicity and less sensitive to phonological neighborhood density than children with native ASL exposure. We also characterize deaf and hearing parents’ use of iconic signs during naturalistic interactions between parents and children, in an effort to uncover mechanisms that may make learning contexts more or less informative for highly iconic signs than less iconic signs. Among hearing children, early vocabulary is a robust predictor of later language development. We ask whether similar relationships exist between early ASL vocabulary and later language development (morphosyntactic acquisition and later vocabulary knowledge). In addition to significant advances in theories of language acquisition and the critical period, this work will have immediate applied benefits. It will result in ASL- LEX 2.0, the first early assessment of ASL that can be used widely in infants and young children to quickly identify limited ASL proficiency. All of the ASL-CDI 2.0 reports data will be made publicly available via WordBank, a cross-linguistic repository of data on children’s early vocabulary, and age of acquisition information will be integrated into ASL-LEX, an interactive online database of ASL vocabulary. Together this, project will provide a detailed view of early ASL vocabulary acquisition, and can help practitioners and researchers develop interventions to mitigate the risks and effects of impoverished language exposure during the critical period.

大多数聋哑儿童都有贫困和/或延迟接触语言的风险， 签署，因为他们有有限的访问语音和父母谁不是母语用户的一个 手语对关键期的研究表明，延迟接触第一语言会持续 影响发展的许多方面。这个项目的目标是了解如何暴露于主要 关键期的非母语输入影响词汇习得。我们专注于语音 邻里密度和象似性--两个典型的塑造手语词汇发展的因素 （Caselli & Pyers，2017），但在关键时期可能会受到贫困语言输入的独特影响。 听力正常的父母，作为美国手语（ASL）的第二语言学习者， 他们开始学习美国手语的年龄。第二语言手语的一个特点是在 音系学和象似性，由此他们的符号生产可能近似于符号的象似动机 (e.g.,以牺牲语音的准确性为代价。我们问那些 听力正常的父母模仿这种权衡，并且对象似性更敏感，对语音不太敏感 社区密度高于接触本地ASL的儿童。我们还描述了聋人和听力正常的父母 在父母和孩子之间的自然互动中使用标志性符号，努力揭示 这些机制可能会使学习环境对高度标志性的标志比对不那么标志性的标志提供更多或更少的信息， 信号装置.在听力正常的儿童中，早期词汇量是后期语言发展的有力预测因素。我们要求 早期美国手语词汇和后期语言发展之间是否存在类似的关系 （morphosyntagmatic acquisition and later vocabulary knowledge）。除了理论上的重大进展外， 在语言习得的关键时期，这项工作会有立竿见影的应用效益。它会导致ASL- LEX 2.0是首个可广泛用于婴幼儿的ASL早期评估， 识别有限的ASL熟练程度。所有ASL-CDI 2.0报告数据将通过以下方式公开提供： WordBank，一个关于儿童早期词汇和习得年龄的跨语言数据库 信息将被纳入ASL-LEX，一个美国手语词汇的互动在线数据库。在一起， 项目将提供早期ASL词汇习得的详细视图，并可以帮助从业者和 研究人员开发了干预措施，以减轻期间贫困语言接触的风险和影响 关键时期。