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

21. Подробнее о том, как англоговорящие одним жестом обозначают одну грамматическую основу, см. McNeill, D. (1992). Hand and mind. Chicago: University of Chicago Press. Про различия между домашними знаками глухих детей и жестами слышащих родителей см. Goldin-Meadow, S., & Mylander, C. (1983). Gestural communication in deaf children: Non-effect of parental input on language development. Science, 221(4608), 372–374. 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. 4 and 5. 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. Zheng, M., & Goldin-Meadow, S. (2002). Thought before language: How deaf and hearing children express motion events across cultures. Cognition, 85, 145–175.

22. Чтобы узнать больше о том, как слышащие родители общаются со своими слышащими детьми, см. Brown, R., & Hanlon, C. (1970). Derivational complexity and order of acquisition in child speech. In J. R. Hayes (ed.), Cognition and the development of language (pp. 11–53). New York: Wiley.

23. Чтобы узнать больше про сходство в общении слышащих родителей с глухими и со слышащими детьми, см. 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, chap. 6.

24. Pica, P., Lemer, C., Izard, V., & Dehaene, S. (2004). Exact and approximate arithmetic in an Amazonian indigene group. Science, 306, 499–503. Gordon, P. (2004). Numerical cognition without words: Evidence from Amazonia. Science, 306, 496–499. Frank, M. C., Everett, D. L., Fedorenko, E., & Gibson, E. (2008). Number as a cognitive technology: Evidence from Pirahã language and cognition. Cognition, 108, 819–824.

25. Gelman, R., & Butterworth, B. (2005). Number and language: How are they related? Trends in Cognitive Science, 9, 6–10.

26. Чтобы узнать больше об отсутствии больших точных чисел в домашних знаках взрослых людей, см. Spaepen, E., Coppola, M., Spelke, E., Carey, S., & Goldin-Meadow, S. (2011). Number without a language model. Proceedings of the National Academy of Sciences of the United States of America, 108(8), 3163–3168. Spaepen, E., Coppola, M., Flaherty, M., Spelke, E., & Goldin-Meadow, S. (2013). Generating a lexicon without a language model: Do words for number count? Journal of Memory and Language, 69(4), 496–505. doi: 10.1016/j.jml.2013.05.004. Чтобы узнать больше об отсутствии больших точных чисел в домашних знаках детей, см. Abner, N., Namboodiripad, S., Spaepen, E., & Goldin-Meadow, S. (2021). Emergent morphology in child homesign: Evidence from number language. Language Learning and Development, 18(1), 16–40. doi: 10.1080/15475441.2021.1922281. Coppola, M., Spaepen, E., & Goldin-Meadow, S. (2013). Communicating about quantity without a language model: Number devices in homesign grammar. Cognitive Psychology, 67, 1–25. doi: 10.1016/j.cogpsych.2013.05.003.

<p>Глава 5</p>

1. Brentari, D., & Goldin-Meadow, S. (2017). Language emergence. Annual Review of Linguistics, 3, 363–388. doi: 10.1146/annurevlinguistics-011415-040743. Fusellier-Souza, I. (2006). Emergence and development of sign languages: From a semiogenetic point of view. Sign Language Studies, 7(1), 3–56. Kegl, J. (1994). The Nicaraguan Sign Language project: An overview. Signpost, 7, 24–31. Kegl, J., Senghas, A., & Coppola, M. (1999). Creation through contact: Sign language emergence and sign language change in Nicaragua. In M. DeGraff (ed.), Language creation and language change: Creolization, diachrony, and development (pp. 179–237). Cambridge, MA: MIT.

2. Polich, L. (2005). The emergence of the deaf community in Nicaragua: «With sign language you can learn so much». Washington, DC: Gallaudet University Press.

3. Gleitman, L. R., Senghas, A., Flaherty, M., Coppola, M., & Goldin-Meadow, S. (2019). The emergence of a formal category «symmetry» in a new sign language. Proceedings of the National Academy of Sciences of the United States of America, 116(24), 11705–11711. doi: 10.1073/pnas.1819872116.

4. Goldin-Meadow, S., Brentari, D., Coppola, M., Horton, L., & Senghas, A. (2015). Watching language grow in the manual modality: Nominals, predicates, and handshapes. Cognition, 135, 381–395. doi: 10.1016/j.cognition.2014.11.029.

5. Rissman, L., Horton, L., Flaherty, M., Senghas, A., Coppola, M., Brentari, D., & Goldin-Meadow, S. (2020). The communicative importance of agent-backgrounding: Evidence from homesign and Nicaraguan Sign Language. Cognition, 203. doi: 10.1016/j.cognition.2020.104332.