& de Lannoy, J.-D. (1991). Gestures and speech: Psychological investigations. Cambridge: Cambridge University Press. Goldin-Meadow, S. (2003). Hearing gesture: How our hands help us think. Cambridge, MA: Harvard University Press.
19. Чтобы узнать больше о символах, см. Ekman, P., & Friesen, W. (1969). The repertoire of nonverbal behavior: Categories, origins, usage, and coding. Semiotica, 1, 49–98.
20. Подробнее об изобразительных жестах см. Wang, X.-L., Mylander, C., & GoldinMeadow, S. (1993). Language and environment: A cross-cultural study of the gestural communication systems of Chinese and American deaf children. Belgian Journal of Linguistics, 8, 167–185. Wang, X.-L., Mylander, C., & Goldin-Meadow, S. (1995). The resilience of language: Mother-child interaction and its effect on the gesture systems of Chinese and American deaf children. In K. Emmorey & J. Reilly (eds.), Language, gesture, and space (pp. 411–433). Hillsdale, NJ: Lawrence Erlbaum Associates.
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.
Глава 5
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.
6. Kirby, S., Tamariz, M., Cornish, H., & Smith, K. (2015). Compression and communication in the cultural evolution of linguistic structure. Cognition, 141, 87–102.
7. Fay, N., Lister, C., Ellison, T. M., & Goldin-Meadow, S. (2014). Creating a communication system from scratch: Gesture beats vocalization hands down. Frontiers in Psychology (Language Sciences), 5, 354. doi: 10.3389/fpsyg.2014.00354.
8. Goldin-Meadow, S., McNeill, D., & Singleton, J. (1996). Silence is liberating: Removing the handcuffs on grammatical expression in the manual modality. Psychological Review, 103, 34–55.
9. Gershkoff-Stowe, L., & Goldin-Meadow, S. (2002). Is there a natural order for expressing semantic relations? Cognitive Psychology, 45(3), 375–412.
10. О порядке молчаливых жестов в жестовых предложениях вне зависимости от языка см. Goldin-Meadow, S., So, W.-C., Özyürek, A., & Mylander, C. (2008). The natural order of events: How speakers of different languages represent events nonverbally. Proceedings of the National Academy of Sciences of the United States of America, 105(27), 9163–9168. О возможности воспроизведения молчаливого жеста в разных языковых сообществах см. Langus, A., & Nespor, M. (2010). Cognitive systems struggling for word order. Cognitive Psychology, 60(4), 291–318. doi: 10.1016/j.cogpsych.2010.01.004. Gibson, E., Piantadosi, S. T., Brink, K., Bergen, L., Lim, E., & Saxe, R. (2013). A noisy-channel account of crosslinguistic word order variation. Psychological Science, 24(7), 1079–1088. Hall, M. L., Mayberry, R. I., & Ferreira, V. S. (2013). Cognitive constraints on constituent order: Evidence from elicited pantomime. Cognition, 129(1), 1–17. Hall, M. L., Ferreira, V. S., & Mayberry, R. I. (2014). Investigating constituent order change with elicited pantomime: A functional account of SVO emergence. Cognitive Science, 38(5), 943–972. Meir, I., Aronoff, M., Börstell, C., Hwang, S. O., Ilkbasaran, D., Kastner, I., Lepic, R., Ben-Basat, A., Padden, C., & Sandler, W. (2017). The effect of being human and the basis of grammatical word order: Insights from novel communication systems and young sign languages. Cognition, 158, 189–207.
11. Ozcaliskan, S., Lucero, C., & Goldin-Meadow, S. (2016). Does language shape silent gesture? Cognition, 148, 10–18. doi: 10.1016/j.cognition.2015.12.001.
12. Bohn, M., Kachel, G., & Tomasello, M. (2019). Young children spontaneously recreate core properties of language in a new modality. Proceedings of the National Academy of Sciences of the United States of America, 116(51), 26072–26077. doi: 10.1073/pnas.1904871116.
13. Schouwstra, M., & de Swart, H. (2014). The semantic origins of word order. Cognition, 131(3), 431–436.
14. Чтобы узнать больше о переходе от лабораторных условий к естественным при возникновении языка, см. Flaherty, M., & Schouwstra, M. (2023). Validating lab studies of silent gesture with a naturally emerging sign language: How order is used to describe intensional vs. extensional events. Topics in Cognitive Science, in press.
15. Abner, N., Flaherty, M., Stangl, K., Coppola, M., Brentari, D., & Goldin-Meadow, S. (2019). The noun-verb distinction in established and emergent sign systems. Language, 95(2), 230–267. doi: 10.1353/lan.2019.0030.
16. Чтобы узнать больше о переходе от естественных условий к лабораторным при возникновении языка, см. Motamedi, Y., Montemurro, K., Abner, N., Flaherty, M., Kirby, S., & Goldin-Meadow, S. (2022). The seeds of the noun-verb distinction in the manual modality: Improvisation and interaction in the emergence of grammatical categories. Languages, 7, 95. doi: 10.3390/languages7020095.
Глава 6
1. Больше о жестах слышащих детей см. Bates, E. (1976). Language and context: The acquisition of pragmatics. New York: Academic Press. Bates, E., Benigni, L., Bretherton, I., Camaioni, L., & Volterra, V. (1979). The emergence of symbols: Cognition and communication in infancy. New York: Academic Press. Iverson, J. M., Capirci, O.,