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.

大多数聋哑儿童面临着贫困和/或延迟接触语言、口语或语言的风险。 签署，因为他们对语音的访问有限，并且他们的父母不是本机用户 手语关键期的研究表明，延迟接触第一语言具有持久性。 该项目的目标是了解主要是如何影响发展的。 关键时期的非母语输入影响词汇习得，我们关注语音。 密度邻域和象似性——通常影响手语词汇发展的两个因素 （Caselli & Pyers，2017），但在关键时期可能会受到语言输入匮乏的独特影响。 作为美国手语 (ASL) 的第二语言学习者，听力正常的父母本身也受到 他们开始学习 ASL 的年龄是第二语言手语的一个特点。 音韵学和象似性，因此他们的符号制作可能近似于符号的标志性动机 （例如，说明牛角）以牺牲语音准确性为代价。我们询问儿童是否。 让听力正常的父母模仿这种权衡，对象似性更敏感，对语音不太敏感 我们还描述了聋哑和听力正常的父母的社区密度。 在父母和孩子之间的自然互动中使用标志性符号，试图揭示 可能使学习环境对于高标志性标志比低标志性标志提供更多或更少的信息的机制 我们询问，对于听力正常的儿童来说，早期词汇量是后期语言发展的有力预测因素。 早期 ASL 词汇和后来的语言发展之间是否存在类似的关系 （形态句法习得和后来的词汇知识）。 语言习得和关键时期，这项工作将产生立竿见影的应用效益。 LEX 2.0，首个可广泛应用于婴幼儿的ASL早期评估，快速 确定有限的 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存储库 信息将被整合到 ASL-LEX，这是一个交互式 ASL 词汇在线数据库。 项目将提供早期 ASL 词汇习得的详细视图，可以帮助从业者和 研究人员制定干预措施，以减轻语言接触贫乏的风险和影响 关键期。