Думая руками: Удивительная наука о том, как жесты формируют наши мысли

5. Чтобы узнать, как глухие дети изучают жестовый язык в естественных условиях, см. LilloMartin, D. (2009). Sign language acquisition studies. In E. Bavin (ed.). The Cambridge handbook of child language (pp. 399–415). Cambridge: Cambridge University Press. Newport, E. L., & Meier, R. P. (1985). The acquisition of American Sign Language. In D. I Slobin (ed.), The crosslinguistic study of language acquisition, Vol. 1: The data (pp. 881–938). Mahwah, NJ: Lawrence Erlbaum Associates. Petitto, L. A., & Marentette, P. F. (1991). Babbling in the manual mode: Evidence for the ontogeny of language. Science, 251, 1493–1496. Petitto, L. (2000). The acquisition of natural signed languages: Lessons in the nature of human language and its biological foundations. In C. Chamberlain, J. P. Morford & R. Mayberry (eds.), Language Acquisition by Eye (pp. 41–50). Mahwah, NJ: Lawrence Erlbaum Associates.

6. Mitchell R. E., & Karchmer, M. A. (2004). Chasing the mythical ten percent: Parental hearing status of deaf and hard of hearing students in the United States. Sign Language Studies, 4(2), 138–163. doi: 10.1353/sls.2004.0005. Summereld, A. Q. (1983). Audio-visual speech perception, lipreading and articial stimulation. In M. E. Lutman & M. P. Haggard (eds.), Hearing science and hearing disorders (pp. 132–179). New York: Academic Press.

7. Goldin-Meadow, S. (2020). Discovering the biases children bring to language learning. Child Development Perspectives, 14(4), 195–201.

8. Goldin-Meadow, S., & Feldman, H. (1977). The development of language-like communication without a language model. Science, 197, 401–403. Feldman, H., Goldin-Meadow, S., & Gleitman, L. (1978). Beyond Herodotus: The creation of a language by linguistically deprived deaf children. In A. Lock (ed.), Action, symbol, and gesture: The emergence of language, 351–414. New York: Academic Press. Goldin-Meadow, S. (1979). Structure in a manual communication system developed without a conventional language model: Language without a helping hand. In H. Whitaker & H. A. Whitaker (eds.), Studies in Neurolinguistics, Vol. 4 (pp. 125–207). New York: Academic Press. Goldin-Meadow, S., & Mylander, C. (1984). Gestural communication in deaf children: The effects and non-effects of parental input on early language development. Monographs of the Society for Research in Child Development, 49 (3–4), 1–151, chaps. 2 and 3. Goldin-Meadow, S., Mylander, C., & Butcher, C. (1995). The resilience of combinatorial structure at the word level: Morphology in self-styled gesture systems. Cognition, 56, 195–262. Goldin-Meadow, S. (2003). The resilience of language: What gesture creation in deaf children can tell us about how all children learn language. New York: Psychology Press.

9. Goldin-Meadow, S., Butcher, C., Mylander, C., & Dodge, M. (1994). Nouns and verbs in a self-styled gesture system: What’s in a name? Cognitive Psychology, 27, 259–319.

10. Hunsicker, D., & Goldin-Meadow, S. (2012). Hierarchical structure in a self-created communication system: Building nominal constituents in homesign. Language, 88(4), 732–763.

11. Greeneld, P. M., & Savage-Rumbaugh, E. S. (1991). Imitation, grammatical development, and the invention of protogrammar by an ape. In N. A. Krasnegor, D. M. Rumbaugh, R. L. Schiefelbusch, & M. Studdert-Kennedy (eds.), Biological and behavioral determinants of language development (pp. 235–262). Hillsdale, NJ: Lawrence Erlbaum Associates.

12. Franklin, A., Giannakidou, A., & Goldin-Meadow, S. (2011). Negation, questions, and structure building in a homesign system. Cognition, 118(3), 398–416.

13. Phillips, S. B. V. D., Goldin-Meadow, S., & Miller, P. J. (2001). Enacting stories, seeing worlds: Similarities and differences in the crosscultural narrative development of linguistically isolated deaf children. Human Development, 44, 311–336.