Sign language transcription at the level of meaning components

Slobin, Dan I.; Hoiting, Nini; Anthony, Michelle; Biederman, Yael; Kuntze, Marlon; Lindert, Reyna; Pyers, Jennie; Thumann, Helen; Weinberg, Amy

doi:10.1075/sll.4.1-2.07slo

Cited by 20 publications

(23 citation statements)

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“…ELAN was used to complete a frame-by-frame analysis of each interaction. Linguistic information (ASL signs) was transcribed according to a modified version of the Berkeley Transcription System (Slobin et al, 2001). Eye gaze of both the mother and the child was then documented using frame-by-frame analysis of the digitized clips.…”

Section: Methodsmentioning

confidence: 99%

Learning to Look for Language: Development of Joint Attention in Young Deaf Children

Lieberman

Hatrak

Mayberry

2013

Language Learning and Development

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Joint attention between hearing children and their caregivers is typically achieved when the adult provides spoken, auditory linguistic input that relates to the child’s current visual focus of attention. Deaf children interacting through sign language must learn to continually switch visual attention between people and objects in order to achieve the classic joint attention characteristic of young hearing children. The current study investigated the mechanisms used by sign language dyads to achieve joint attention within a single modality. Four deaf children, ages 1;9 to 3;7, were observed during naturalistic interactions with their deaf mothers. The children engaged in frequent and meaningful gaze shifts, and were highly sensitive to a range of maternal cues. Children’s control of gaze in this sample was largely developed by age two. The gaze patterns observed in deaf children were not observed in a control group of hearing children, indicating that modality-specific patterns of joint attention behaviors emerge when the language of parent-infant interaction occurs in the visual mode.

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Section: Methodsmentioning

confidence: 99%

Learning to Look for Language: Development of Joint Attention in Young Deaf Children

Lieberman

Hatrak

Mayberry

2013

Language Learning and Development

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“…The Mark corpus consists of 37 hours of spontaneous signing with 3174 child utterances transcribed in the Berkeley Transcription System (BTS), which is compatible with the CHILDES software (Slobin et al, 2001). Independent inter-coder reliability on 10% of the transcription was consistently over 90%.…”

Section: Data Collection and Codingmentioning

confidence: 99%

The onset and mastery of spatial language in children acquiring British Sign Language

Morgan

Herman

Barrière

et al. 2008

Cognitive Development

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This is the unspecified version of the paper.This version of the publication may differ from the final published version. Permanent repository link AbstractIn the course of language development children must solve arbitrary form-to-meaning mappings, in which semantic components are encoded onto linguistic labels. Because sign languages describe motion and location of entities through iconic movements and placement of the hands in space, child signers may find spatial semantics-to language mapping easier to learn than child speakers. This hypothesis was tested in two studies:a longitudinal analysis of a native signing child's use of British Sign Language to describe motion and location events between the ages 1-10 and 3-0, and performance of 18 native signing children between the ages of 3-0 and 4-11 on a motion and location sentence comprehension task. The results from both studies argue against a developmental advantage for sign language learners for the acquisition of motion and location forms. Early forms point towards gesture and embodied actions followed by protracted mastery of the use of signs in representational space. The understanding of relative spatial relations continues to be difficult, despite the iconicity of these forms in the language, beyond 5 years of age.3The onset and mastery of spatial language in children acquiring British Sign Language

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“…Engberg-Pedersen 1994;Miller 1994). The study of sign language at the level of discourse and narrative is a challenge for linguists partly because of issues to do with transcription (see Slobin et al 2001) and also because signers use a complex network of sign spaces including their own bodies for referential purposes.…”

Section: Simultaneity Marking In Bslmentioning

confidence: 99%

Children’s encoding of simultaneity in British Sign Language narratives

Morgan

2002

SL&L

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This is the unspecified version of the paper.This version of the publication may differ from the final published version. Children's encoding of simultaneity in British Sign Language narratives Permanent Gary MorganLanguage and Communication Science, City University, London AbstractNarrative discourse in BSL is first analyzed in an adult signer by describing how fixed and shifted sign space is used for reference and the encoding of simultaneity.Although children as young as 4 years old use parts of these sign spaces in isolation their combined use in encoding simultaneity in narrative is a major hurdle to achieving full mastery of British Sign Language (BSL). The paper describes the developmental trends in encoding simultaneity in BSL 'frog story' narratives from a group of 12 signing children, aged 4; 3 to 13; 4. We focus on the gradual control of reference in sign space. A transcription framework for recording this aspect of sign discourse is also outlined. The results point away from the role of iconicity and instead toward general patterns in narrative development as driving the organization of sign space and reference.

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Sign language transcription at the level of meaning components

Cited by 20 publications

References 0 publications

Learning to Look for Language: Development of Joint Attention in Young Deaf Children

Learning to Look for Language: Development of Joint Attention in Young Deaf Children

The onset and mastery of spatial language in children acquiring British Sign Language

Children’s encoding of simultaneity in British Sign Language narratives

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