Mapping Word to World in ASL: Evidence from a Human Simulation Paradigm

Across languages, children map words to meaning with great efficiency, despite a seemingly unconstrained space of potential mappings. The literature on how children do this is primarily limited to spoken language. This leaves a gap in our understanding of sign language acquisition, because several of the hypothesized mechanisms that children use are visual (e.g., visual attention to the referent), and sign languages are perceived in the visual modality. Here, we used the Human Simulation Paradigm in American Sign Language (ASL) to determine potential cues to word learning. Sign-naïve adult participants viewed video clips of parent–child interactions in ASL, and at a designated point, had to guess what ASL sign the parent produced. Across two studies, we demonstrate that referential clarity in ASL interactions is characterized by access to information about word class and referent presence (for verbs), similarly to spoken language. Unlike spoken language, iconicity is a cue to word meaning in ASL, although this is not always a fruitful cue. We also present evidence that verbs are highlighted well in the input, relative to spoken English. The results shed light on both similarities and differences in the information that learners may have access to in acquiring signed versus spoken languages.     

Acceptance of Conditional Suicide and Euthanasia among Adult Americans

ABSTRACT: Analysis of the attitudes of a 1977 cross-sectional sample of 1,530 American adults concerning euthanasia and suicide indicates that sex, age, and education are significant variables. Males, those who are younger and those who are better educated, are more likely to approve of euthanasia and suicide when a person has an incurable disease. Religious affiliation was not an important variable, although those who were frequent church-service attenders or who were high on religiosity were highly likely to reject euthanasia and suicide.