The Role of Iconicity in Early Sign Language Acquisition

1984 ◽  
Vol 49 (3) ◽  
pp. 287-292 ◽  
Author(s):  
Michael D. Orlansky ◽  
John D. Bonvillian
Keyword(s):  
Longitudinal Study ◽  
Language Acquisition ◽  
Young Children ◽  
Sign Language ◽  
Vocabulary Development ◽  
Early Sign ◽  
Very Young Children ◽  
Deaf Parents ◽  
Iconic Signs

A longitudinal study of sign language acquisition was conducted with 13 very young children (median age 10 months at outset of study) of deaf parents. The children's sign language lexicons were examined for their percentages of iconic signs at two early stages of vocabulary development. Iconic signs are those that clearly resemble the action, object, or characteristic they represent. Analysis of the subjects' vocabularies revealed that iconic signs comprised 30.8% of the first 10 signs they acquired. At age 18 months, the proportion of iconic signs was found to be 33.7%. The finding that a majority of signs in the subjects' early vocabularies were not iconic suggests that the role of iconicity in young children's acquisition of signs may have been overrated by some investigators, and that other formational features may be of greater importance in influencing young children's ability to acquire signs.

Early Sign Language Acquisition and the Development of Hand Preference in Young Children

1997 ◽  
Vol 58 (1) ◽  
pp. 1-22 ◽  
Author(s):  
John D. Bonvillian ◽  
Herbert C. Richards ◽  
Tracy T. Dooley
Keyword(s):  
Language Acquisition ◽  
Young Children ◽  
Sign Language ◽  
Hand Preference ◽  
Early Sign

The who, when and where of early narratives

1990 ◽  
Vol 17 (2) ◽  
pp. 433-455 ◽  
Author(s):  
Carole Peterson
Keyword(s):  
Longitudinal Study ◽  
Young Children ◽  
Early Development ◽  
Potential Role ◽  
Contextual Information ◽  
Very Young Children ◽  
Parental Scaffolding

ABSTRACTTo be well understood, narratives need to be embedded within appropriate contextual information. The early development of key orientation (participants, location and time) was traced with an 18-month longitudinal study of real-experience narratives produced by 10 children aged approximately 2–3; 6. Listener knowledge or inference was required to decode most named participants and many were not specified at all. There was no developmental improvement. Orientation to when was rare at first and involved formula words indiscriminately applied. There was steady developmental improvement in frequency as well as differentiation of time references. where information was more common at all ages, particularly when the narrated events occurred away from home. It also showed developmental improvement, but only for away-from-home locations. Overall, very young children can produce narratives in an unscaffolded context to adults unfamiliar with their experiences. The potential role of parental scaffolding in teaching orientation skills is discussed.

scholarly journals The Development of Causal Reasoning

2017 ◽  
Author(s):  
Paul Muentener ◽  
Elizabeth Bonawitz
Keyword(s):  
Young Children ◽  
Causal Reasoning ◽  
Causal Structure ◽  
Statistical Evidence ◽  
Causal Learning ◽  
Causal Relationships ◽  
Older Children ◽  
Very Young Children ◽  
The World

Research on the development of causal reasoning has broadly focused on accomplishing two goals: understanding the origins of causal reasoning, and examining how causal reasoning changes with development. This chapter reviews evidence and theory that aim to fulfill both of these objectives. In the first section, it focuses on the research that explores the possible precedents for recognizing causal events in the world, reviewing evidence for three distinct mechanisms in early causal reasoning: physical launching events, agents and their actions, and covariation information. The second portion of the chapter examines the question of how older children learn about specific causal relationships. It focuses on the role of patterns of statistical evidence in guiding learning about causal structure, suggesting that even very young children leverage strong inductive biases with patterns of data to inform their inferences about causal events, and discussing ways in which children’s spontaneous play supports causal learning.

Enteropathogenic Viruses and Bacteria

PEDIATRICS ◽  
1958 ◽  
Vol 22 (3) ◽  
pp. 606-606
Keyword(s):  
Young Children ◽  
Diarrheal Disease ◽  
Clinical Manifestations ◽  
Double Infection ◽  
Serologic Tests ◽  
Enteropathogenic Bacteria ◽  
Very Young Children ◽  
Infancy And Childhood ◽  
Enteropathogenic Viruses

This is a revealing and definitive study of the role of enteropathogenic viruses and bacteria in summer diarrhea in infancy and childhood. Seventy-five per cent of the 153 patients studied during the summers of 1955-56 were under 1 year of age. It was possible to associate one of the enteropathogenic viruses or bacteria, or both, in 80% of 97 cases studied in 1956. The large variety of organisms isolated and the serologic tests indicate that summer diarrheal disease in very young children is not an entity but rather a consequence of infections with a large variety of organisms, capable of producing diarrhea and vomiting as clinical manifestations. Enteropathogenic bacteria were incriminated in 22%, viruses in 44% and double infection in 15%.

Coparenting across the Deployment Cycle: Observations from Military Families with Young Children

2019 ◽  
Vol 41 (9) ◽  
pp. 1447-1469
Author(s):  
Ellen R. DeVoe ◽  
Abigail M. Ross ◽  
Renee Spencer ◽  
Alison Drew ◽  
Michelle Acker ◽  
...  
Keyword(s):  
Young Children ◽  
Well Being ◽  
Service Member ◽  
Home Front ◽  
Family Roles ◽  
Very Young Children ◽  
Deployment Cycle ◽  
Child Relationship ◽  
Wartime Deployment

Contemporary service members and their partners have adapted their coparenting to respond to the specific transitions and disruptions associated with wartime deployment cycles and evolving child development. This qualitative study draws upon interviews with service member and home front parents of very young children to characterize their coparenting experiences throughout the deployment cycle. Parents described varied approaches as they considered their children’s developmental capacities, the fluidity of demands throughout deployment, and the service member’s well-being during reintegration. A common theme was the key role of home front parents in facilitating the service member–child relationship through communication and maintaining the presence of the deployed parent in the child’s everyday life. Reintegration challenges included redistribution of coparenting roles, the pacing of the service member into family roles, and concerns related to the returning parent’s distress. Study findings highlight areas of coparenting throughout the deployment cycle that can be supported though prevention and intervention efforts.

What are the effects of screen time on emotion regulation and academic achievements? A three-wave longitudinal study on children from 4 to 8 years of age

2020 ◽  
pp. 1476718X2096984
Author(s):  
Luca Cerniglia ◽  
Silvia Cimino ◽  
Massimo Ammaniti
Keyword(s):  
Longitudinal Study ◽  
Young Children ◽  
Screen Time ◽  
Structural Equation ◽  
Equation Modeling ◽  
Digital Devices ◽  
Academic Achievements ◽  
Very Young Children ◽  
Typical Day ◽  
Children's Activities

The use of digital devices among very young children is quickly spreading, although the effects of screen time on emotional and cognitive functioning are still debated. In a sample of N = 422 children and their mothers, this 4-year longitudinal study aimed to evaluate the hypothesis that the use of digital devices as smartphones and tablets at 4 years of age is related to later dysregulation symptoms and to lower academic achievements both at 6 and 8 years of age. Children’s mothers were asked whether or not their offspring had access to digital devices and what was their average screen time on a typical day. Mothers were also requested to specify whether they used to participate in their children’s activities during screen time and to report their offspring emotional/behavioral functioning. Children’s teachers were administered the Teachers Report Form including the competence part to evaluate academic achievements and possible dysregulation symptoms of their students. The Structural Equation Modeling showed that screen time at 4 years of age, the child was directly, positively and significantly associated with dysregulation and negatively associated with mathematics and literacy grades at 8 years of age of the child. These results could help orientate the guidelines for the use of digital devices by very young children.

The Importance of Early Sign Language Acquisition for Deaf Readers

2014 ◽  
Vol 32 (2) ◽  
pp. 127-151 ◽  
Author(s):  
M. Diane Clark ◽  
Peter C. Hauser ◽  
Paul Miller ◽  
Tevhide Kargin ◽  
Christian Rathmann ◽  
...  
Keyword(s):  
Language Acquisition ◽  
Sign Language ◽  
Early Sign ◽  
Deaf Readers

Communicative gestures and early sign language acquisition

1984 ◽  
Vol 5 (14) ◽  
pp. 129-143 ◽  
Author(s):  
Raymond J. Folven ◽  
John D. Bonvillian ◽  
Michael D. Orlansky
Keyword(s):  
Language Acquisition ◽  
Sign Language ◽  
Early Sign ◽  
Communicative Gestures
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