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By Marc Marschark; et al
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Extra info for Relations of language and thought : the view from sign language and deaf children
Example text
Parameters have default values and are otherwise set through interaction with specific language input. Thus, Chomsky's position most closely resembles Piaget's, except that language is fundamental and on an equal footing with cognition for Chomsky, whereas, for Piaget, cognition is fundamental and language is dependent on earlier cognitive development. Since the universal principles and parameters described by Chomsky are abstract, they should hold for signed as well as spoken languages, and signed languages provide an important test of the theory (Lillo-Martin, 1991; LilloMartin & Klima, 1990).
J. (1979). Conservation performance in day and residential school deaf children. Volta Review, 81, 501-509. Siple, P. (1978). Understanding language through sign language research. New York: Academic Press. Slobin, D. I. (1973). Cognitive prerequisites for the development of grammar. In C. A. Ferguson and D. I. ), Studies of child language development (pp. 175-208). New York: Holt, Rinehart, Winston. Tager-Flusberg, H. (1994). Constraints on language acquisition: Studies of atypical children. Hillsdale, NJ: Lawrence Erlbaum Associates.
McDonald, 1983, 1985; Newport & Supalla, 1980). Thus, some of the differences between the grammars of ASL and English occur because ASL is a classifier language and English is not rather than because the two languages differ in modality. In the following section, comparisons of the acquisition of signed and spoken language will be considered relative to issues of generalizability and the relation between language and cognition. While the survey is by no means complete, enough instances are described to conclude that no one position on these issues is correct but that the level of generalizability and nature and degree of dependence on underlying cognition depend on the type of language mechanism.