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; 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.

大多数聋哑儿童面临贫困和/或延迟对语言，口语或延迟接触的风险 签名，因为他们无法获得语音的访问权限，并且父母不是 手语。在关键时期的工作表明，延迟接触一句语言具有持久 对发展的许多方面的影响。该项目的目的是了解如何接触主要 关键时期的非本地语言输入会影响词汇获取。我们专注于语音 邻里密度和标志性 - 两个通常塑造手语词汇发展的因素 （Caselli＆Pyers，2017年），但在关键时期可能会受到贫困语言意见的独特影响。 听取父母作为美国手语的第二语言学习者（ASL），本身都受到 他们开始学习ASL的年龄。第二语言签名的标志是在 语音和标志性，它们的标志产生可能会近似标志的标志性动机 （例如，以语音准确性为代价，说明了牛的角）。我们问孩子是否 听到父母模仿了这种权衡，对标志性更敏感，对语音敏感不太敏感 邻居密度比本地ASL暴露的儿童。我们还表征聋和父母的表征 在父母和孩子之间自然主义互动期间使用标志性标志，以揭露 可能使学习环境或多或少地提供高度标志性标志的机制，而不是标志性的迹象 标志。在听力的儿童中，早期词汇是后来语言发展的强大预测指标。我们问 早期ASL词汇和后期语言发展之间是否存在类似的关系 （形态句法的获取和后来的词汇知识）。除了在理论的重大进步之外 语言获取和关键时期，这项工作将立即应用好。这将导致asl- LEX 2.0，第一次对ASL的早期评估，可以在婴儿和幼儿中广泛使用 确定有限的ASL能力。所有ASL-CDI 2.0报告数据将通过 WordBank，一个关于儿童早期词汇的数据的跨语言存储库，以及收购年龄 信息将集成到ASL-LEX，这是一个ASL词汇的交互式在线数据库。在一起， 项目将提供早期ASL词汇获取的详细视图，并可以帮助从业者和 研究人员制定了干预措施，以减轻贫困语言暴露期间的风险和影响 关键时期。