Displaying 101 - 110 of 110
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Seuren, P. A. M. (2002). Pseudoarguments and pseudocomplements. In B. Nevin (
Ed. ), The legacy of Zellig Harris: Language and information into the 21st Century: 1 Philosophy of Science, Syntax, and Semantics (pp. 179-206). Amsterdam: John Benjamins. -
Seuren, P. A. M. (2002). Clitic clusters in French and Italian. In H. Jacobs, & L. Wetzels (
Eds. ), Liber Amicorum Bernard Bichakjian (pp. 217-233). Maastricht: Shaker. -
Seuren, P. A. M. (1978). Language and communication in primates. In D. J. Chivers, & J. Herbert (
Eds. ), Recent advances in primatology. Vol. 1: Behaviour (pp. 909-917). New York: Academic Press. -
Seuren, P. A. M. (1978). Grammar as an underground process. In A. Sinclair, R. J. Jarvella, & W. J. M. Levelt (
Eds. ), The child's conception of language (pp. 201-223). Berlin: Springer. -
Slobin, D. I. (2002). Cognitive and communicative consequences of linguistic diversity. In S. Strömqvist (
Ed. ), The diversity of languages and language learning (pp. 7-23). Lund, Sweden: Lund University, Centre for Languages and Literature. -
Sumer, B., Perniss, P. M., & Ozyurek, A. (2017). A first study on the development of spatial viewpoint in sign language acquisition: The case of Turkish Sign Language. In F. N. Ketrez, A. C. Kuntay, S. Ozcalıskan, & A. Ozyurek (
Eds. ), Social Environment and Cognition in Language Development: Studies in Honor of Ayhan Aksu-Koc (pp. 223-240). Amsterdam: John Benjamins. doi:10.1075/tilar.21.14sum.Abstract
The current study examines, for the first time, the viewpoint preferences of signing children in expressing spatial relations that require imposing a viewpoint (left-right, front-behind). We elicited spatial descriptions from deaf children (4–9 years of age) acquiring Turkish Sign Language (TİD) natively from their deaf parents and from adult native signers of TİD. Adults produced these spatial descriptions from their own viewpoint and from that of their addressee depending on whether the objects were located on the lateral or the sagittal axis. TİD-acquiring children, on the other hand, described all spatial configurations from their own viewpoint. Differences were also found between children and adults in the type of linguistic devices and how they are used to express such spatial relations. -
Takashima, A., & Bakker, I. (2017). Memory consolidation. In H.-J. Schmid (
Ed. ), Entrenchment and the Psychology of Language Learning: How We Reorganize and Adapt Linguistic Knowledge (pp. 177-200). Berlin: De Gruyter Mouton. -
Van Gijn, R., Hammarström, H., Van de Kerke, S., Krasnoukhova, O., & Muysken, P. (2017). Linguistic Areas, Linguistic Convergence and River Systems in South America. In R. Hickey (
Ed. ), The Cambridge Handbook of Areal Linguistics (pp. 964-996). Cambridge: Cambridge University Press. doi:10.1017/9781107279872.034. -
Wittenburg, P., Broeder, D., Offenga, F., & Willems, D. (2002). Metadata set and tools for multimedia/multimodal language resources. In M. Maybury (
Ed. ), Proceedings of the 3rd International Conference on Language Resources and Evaluation (LREC 2002). Workshop on Multimodel Resources and Multimodel Systems Evaluation. (pp. 9-13). Paris: European Language Resources Association. -
Zwitserlood, I. (2002). Klassifikatoren in der Niederländischen Gebärdensprache (NGT). In H. Leuniger, & K. Wempe (
Eds. ), Gebärdensprachlinguistik 2000. Theorie und Anwendung. Vorträge vom Symposium "Gebärdensprachforschung im deutschsprachigem Raum", Frankfurt a.M., 11.-13. Juni 1999 (pp. 113-126). Hamburg: Signum Verlag.
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