Goldin-Meadow, S. (2018). Gesture for generalization: Gesture facilitates flexible learning of words for actions on objects, Developmental Science, 21(5), e12656. doi: 10.1111/desc.12656.
14. Cook, S. W., Mitchell, Z., & Goldin-Meadow, S. (2008). Gesturing makes learning last. Cognition, 106, 1047–1058. Goldin-Meadow, S., Cook, S. W., & Mitchell, Z. A. (2009). Gesturing gives children new ideas about math. Psychological Science, 20(3), 267–272.
15. Broaders, S., Cook, S. W., Mitchell, Z., & Goldin-Meadow, S. (2007). Making children gesture brings out implicit knowledge and leads to learning. Journal of Experimental Psychology: General, 136(4), 539–550.
16. Nunez, R., & Sweetser, E. (2006). With the future behind them: Convergent evidence from Aymara language and gesture in the crosslinguistic comparison of spatial construals of time. Cognitive Science, 30, 401–450.
17. Jamalian, A., & Tversky, B. (2012). Gestures alter thinking about time. In N. Miyake, D. Peebles, & R. P. Cooper (eds.), Proceedings of the 34th Annual Conference of the Cognitive Science Society (pp. 551–557). Austin, TX: Cognitive Science Society.
18. Об обучении рассуждениям на этические темы см. Walker, L., & Taylor, J. (1991). Stage transitions in moral reasoning: A longitudinal study of developmental processes. Developmental Psychology, 27, 330–337. Об использовании жестов при обучении моральным суждениям см. Beaudoin-Ryan, L., & Goldin-Meadow, S. (2014). Teaching moral reasoning through gesture. Developmental Science, 17(6), 984–990. doi: 10.1111/desc.12180.
19. Carrazza, C., Wakeeld, E. M., Hemani-Lopez, N., Plath, K., & Goldin-Meadow, S. (2021). Children integrate speech and gesture across a wider temporal window than speech and action: A case for why gesture helps learning. Cognition, 210, 104604. doi: 10.1016/j.cognition.2021.104604.
Глава 4
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3. Novack, M. A., Brentari, D., Goldin-Meadow, S., & Waxman, S. (2021). Cognition, 215, doi: 10.1016/j.cognition.2021.104845.
4. Goldin-Meadow, S., & Brentari, D. (2017). Gesture, sign and language: The coming of age of sign language and gesture studies. Behavioral and Brain Sciences, 40, e46. doi: 10.1017/S0140525X15001247.
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.
14. Чтобы узнать больше о разнице между слышащими родителями в Китае и в США, см. Wu, D. Y. H. (1985). Child training in Chinese culture. In W.-S. Tseng, & D. Y. H. Wu (eds.), Chinese culture and mental health (pp. 113–134). New York: Academic Press. Chen, C., & Uttal, D. H. (1988). Cultural values, parents’ beliefs, and children’s achievement in the United States and China. Human Development, 31, 351–358. Lin, C.-Y. C., & Fu, V. R. (1990). A comparison of child-rearing practices among Chinese, immigrant Chinese, and Caucasian-American parents. Child Development, 61, 429–433. О том, что китайские слышащие матери жестикулируют больше американов, см. Goldin-Meadow, S., & Saltzman, J. (2000). The cultural bounds of maternal accommodation: How Chinese and American mothers communicate with deaf and hearing children. Psychological Science, 11, 311–318. Про схожесть домашних знаков в Америке, Турции и Никарагуа см. Goldin-Meadow, S., Özyürek, A., Sancar, B., & Mylander, C. (2009). Making language around the globe: A cross-linguistic study of homesign in the United States, China, and Turkey. In J. Guo, E. Lieven, N. Budwig & S. Ervin-Tripp (eds.), Crosslinguistic approaches to the psychology of language: Research in the tradition of Dan Isaac Slobin (pp. 27–39). New York: Taylor & Francis. Goldin-Meadow, S., Namboodiripad, S., Mylander, C., Özyürek, A., & Sancar, B. (2015). The resilience of structure built around the predicate: Homesign gesture systems in Turkish and American deaf children. Journal of Cognition and Development, 16, 55–88. doi: 10.1080/15248372.2013.803970. Flaherty, M., Hunsicker, D., & Goldin-Meadow, S. (2021). Structural biases that children bring to language-learning: A cross-cultural look at gestural input to homesign. Cognition, 211, 104608. doi: 10.1016/j.cognition.2021.104608.
15. Чтобы узнать больше о сходстве домашних знаков в США и в Китае, см. Zheng, M., & Goldin-Meadow, S. (2002). Thought before language: How deaf and hearing children express motion events across cultures. Cognition, 85, 145–175. Goldin-Meadow, S., & Mylander, C. (1998). Spontaneous sign systems created by deaf children in two cultures. Nature, 391, 279–281. Goldin-Meadow, S., Mylander, C., & Franklin, A. (2007). How children make language out of gesture: Morphological structure in gesture systems developed by American and Chinese deaf children. Cognitive Psychology, 55, 87–135. Goldin-Meadow, S., Gelman, S., & Mylander, C. (2005). Expressing generic concepts with and without a language model. Cognition, 96, 109–126.
16. Miller, P. J., Fung, H., & Mintz, J. (1996). Self-construction through narrative practices: A Chinese and American comparison of early socialization. Ethos, 24(2), 237–280.
17. 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.
18. Чтобы узнать больше про использование жестов говорящими, см. Kendon, A. (1980). Gesticulation and speech: Two aspects of the process of utterance. In M. R. Key (ed.), Relationship of verbal and nonverbal communication (pp. 207–228). The Hague: Mouton. McNeill, D. (1992). Hand and mind. Chicago: University of Chicago Press. Feyereisen, P.,