• It turns out that sign and--the developmental milestones of sign languages and the developmental milestones of spoken languages are precisely the same.

    手语的发展阶段,和口语语言的发展阶段是完全相同的

    耶鲁公开课 - 心理学导论课程节选

  • It could have been just as reasonable to expect that there'd be an advantage for speech over sign.

    有理由相信,口语比手语更加优越

    耶鲁公开课 - 心理学导论课程节选

  • There seems to be no interesting difference between how the brain comes to acquire and use the spoken language versus a sign language.

    似乎大脑在如何获得和使用口语语言,与如何获得和使用手语之间,不存在任何的差别

    耶鲁公开课 - 心理学导论课程节选

  • I'm going to put aside for the moment the question of sign languages and how they work.

    我想暂时把手语,及其如何作用的问题先放到一边

    耶鲁公开课 - 心理学导论课程节选

  • It's not a full-blown language like american sign-language or langue des signes quebecoise but it's a language nonetheless, with words and syntax and phonology.

    这种语言并不像美国手语,或加拿大魁北克手语那样成熟,尽管如此,这种语言依然拥有词,语法和语音

    耶鲁公开课 - 心理学导论课程节选

  • There's a wonderful case in Nicaragua in sign language where they acquire sign language from adults who themselves are not versed in sign language.

    研究者在尼加拉瓜曾做过,一个精彩的手语个案研究,儿童们从本身并不熟悉手语的成年人那里,习得手语

    耶鲁公开课 - 心理学导论课程节选

  • There are stories of deaf people who are within certain societies where nobody signs to them, and so they're what's known as linguistic isolates.

    还有些关于生活在并无手语的,特定社会下聋人的故事,这种情况就是所谓的语言隔离

    耶鲁公开课 - 心理学导论课程节选

  • That sign languages may be full-blown languages but they just take--they're just harder to learn because the brain and the body have adapted for speech.

    手语或许是成熟的语言,但它们更难学,因为大脑和身体已经适应了口语

    耶鲁公开课 - 心理学导论课程节选

  • It could sound strange or look unusual in the case of a sign language.

    比如说手语看上去会很奇怪或是异常

    耶鲁公开课 - 心理学导论课程节选

  • And more recently, there's been case studies of children who acquire sign language.

    而近期更有些关于儿童学习手语的,个案研究

    耶鲁公开课 - 心理学导论课程节选

  • So, Susan Goldin-Meadow has studied deaf children that nobody signed to but what she studies is deaf children with deaf siblings and these children don't just sit there.

    苏珊·葛丁麦道研究了,并无手语环境的失聪儿童,但她的研究发现,拥有失聪兄妹的失聪儿童,他们并不会傻坐在那

    耶鲁公开课 - 心理学导论课程节选

  • So, what I want to do is, I want to discuss the scientific notion of language, at first restricting myself to systems like English and Dutch and American sign language and Navajo and so on.

    因此,我想做的是,我想来谈谈语言的科学定义,首先我会将自己限定在,诸如英语,荷兰语,美国手语,或迪瓦霍语等语言系统之下

    耶鲁公开课 - 心理学导论课程节选

  • You could use a sign language thing for "Drink" that looks sort of like the act of drinking but you can't use a sign language word for "Country" that looks like a country, or for "Idea" that looks like an idea.

    你可以用看起来像喝这个动作的手语,来表示"喝",但你无法用看起来像国家的手语,来表示"国家",或用看起来像想法的手语来表示"想法"

    耶鲁公开课 - 心理学导论课程节选

  • One of the real surprising findings in my field over the last ten/twenty years has been that the acquisition of sign languages has turned out to be almost exactly the same; in fact, as far as we know, exactly the same as the acquisition of spoken languages.

    过去的十到二十年间,在我的研究领域里最令人吃惊的发现之一就是,各种手语的获得过程,被证明几乎是完全相同的,实际上据我所知,和口语语言的获得过程是完全相同的

    耶鲁公开课 - 心理学导论课程节选

  • And I want to stop at this point to go back to the issue -I promised you I would turn a bit to sign language and I want to describe now a very elegant --I want to show a little film now of a very elegant series of experiments looking at the question of whether babies who are exposed to a sign language, babble.

    我想在这里停一下,回到之前的一个问题上,我说过我会稍微讲一下手语,我现在想要播放一小段电影,展示一系列精彩的实验,这些实验探究了暴露在手语环境中的婴儿,是否会进行咿呀学语的问题

    耶鲁公开课 - 心理学导论课程节选

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