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Direct linkCaselli, Naomi K.; Pyers, Jennie E. – Journal of Experimental Psychology: Learning, Memory, and Cognition, 2020
Lexical iconicity--signs or words that resemble their meaning--is overrepresented in children's early vocabularies. Embodied theories of language acquisition predict that symbols are more learnable when they are grounded in a child's firsthand experiences. As such, pantomimic iconic signs, which use the signer's body to represent a body, might be…
Descriptors: American Sign Language, Vocabulary Development, Lexicology, Semantics
Fieldsteel, Zoe; Bottoms, Aiken; Lieberman, Amy M. – Language Learning and Development, 2020
Parent input during interaction with young children varies across languages and contexts with regard to the relative number of words from different lexical categories, particularly nouns and verbs. Previous work has focused on spoken language input. Little is known about the lexical composition of parent input in American Sign Language (ASL). We…
Descriptors: American Sign Language, Language Usage, Interpersonal Communication, Context Effect
Peer reviewedAnderson, Diane; Reilly, Judy – Journal of Deaf Studies and Deaf Education, 2002
This article discusses the development of the MacArthur Communicative Development Inventory for American Sign Language (ASL-CDI), a parent report that measures early sign production. Normative data from 69 children (8-36 months) with deafness and their parents with deafness found the development of the ASL-CDI has been successful. (Contains…
Descriptors: American Sign Language, Deafness, Evaluation Methods, Infants
