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One structural dimension that varies across languages is the simultaneous or sequential expression of meaning. Complex predicates can layer meanings together simultaneously in a single-verb predicate (SVP) or distribute them sequentially in a multiple-verb predicate (MVP). We ask whether typological variability in this dimension might be a consequence of systematic patterns of diachronic change. We examine the distribution of markers of agency and number within the verb phrase (the predicate) in the earliest stages of a young, emerging sign language in Nicaragua, Lengua de Señas Nicaragüense (LSN), beginning with homesign systems like those from which LSN originated, and progressing through two decades of transmission to new learners. We find that: (i) LSN2 signers are more likely to produce MVPs than homesigners or LSN1 signers; (ii) in the MVPs they do produce, homesigners and LSN1 signers are more likely to produce predicates that mark both agency and number simultaneously on at least one of the verbs; LSN2 signers are just as likely to produce sequences with verbs that mark agency and number in sequentially separate verbs. We discuss how language acquisition, modality, and structure, as well as specific social factors associated with each of the groups, play a role in driving these changes, and how, over time, these patterns of change might yield the diversity of forms observed across spoken and signed languages today. 

Abstract Research has shown a link between the acquisition of numerical concepts and language, but exactly how linguistic input matters for numerical development remains unclear. Here, we examine both symbolic (number word knowledge) and non-symbolic (numerical discrimination) numerical abilities in a population in which access to language is limited early in development—oral deaf and hard of hearing (DHH) preschoolers born to hearing parents who do not know a sign language. The oral DHH children demonstrated lower numerical discrimination skills, verbal number knowledge, conceptual understanding of the word “more”, and vocabulary relative to their hearing peers. Importantly, however, analyses revealed that group differences in the numerical tasks, but not vocabulary, disappeared when differences in the amount of time children had had auditory access to spoken language input via hearing technology were taken into account. Results offer insights regarding the role language plays in emerging number concepts. 

In this work, we address structural, iconic and social dimensions of the emergence of phonological systems in two emerging sign languages. A comparative analysis is conducted of data from a village sign language (Central Taurus Sign Language; CTSL) and a community sign language (Nicaraguan Sign Language; NSL). Both languages are approximately 50 years old, but the sizes and social structures of their respective communities are quite different. We find important differences between the two languages’ handshape inventories. CTSL’s handshape inventory has changed more slowly than NSL’s across the same time period. In addition, while the inventories of the two languages are of similar size, handshape complexity is higher in NSL than in CTSL. This work provides an example of the unique and important perspective that emerging sign languages offer regarding longstanding questions about how phonological systems emerge. 

Logical properties such as negation, implication, and symmetry, despite the fact that they are foundational and threaded through the vocabulary and syntax of known natural languages, pose a special problem for language learning. Their meanings are much harder to identify and isolate in the child’s everyday interaction with referents in the world than concrete things (like spoons and horses) and happenings and acts (like running and jumping) that are much more easily identified, and thus more easily linked to their linguistic labels (spoon, horse, run, jump). Here we concentrate attention on the category of symmetry [a relation R is symmetrical if and only if (iff) for all x, y: if R ( x, y), then R (y, x)], expressed in English by such terms as similar, marry, cousin, and near. After a brief introduction to how symmetry is expressed in English and other well-studied languages, we discuss the appearance and maturation of this category in Nicaraguan Sign Language (NSL). NSL is an emerging language used as the primary, daily means of communication among a population of deaf individuals who could not acquire the surrounding spoken language because they could not hear it, and who were not exposed to a preexisting sign language because there was none available in their community. Remarkably, these individuals treat symmetry, in both semantic and syntactic regards, much as do learners exposed to a previously established language. These findings point to deep human biases in the structures underpinning and constituting human language. 

Abstract Much research has found disrupted executive functioning (EF) in deaf and hard‐of‐hearing (DHH) children; while some theories emphasize the role of auditory deprivation, others posit delayed language experience as the primary cause. This study investigated the role of language and auditory experience in parent‐reported EF for 123 preschool‐aged children (M_age = 60.1 months, 53.7% female, 84.6% White). Comparisons between DHH and typically hearing children exposed to language from birth (spoken or signed) showed no significant differences in EF despite drastic differences in auditory input. Linear models demonstrated that earlier language exposure predicted better EF (β = .061–.341), while earlier auditory exposure did not. Few participants exhibited clinically significant executive dysfunction. Results support theories positing that language, not auditory experience, scaffolds EF development. 

This article synthesizes findings from an international virtual conference, funded by the United States National Science Foundation, focused on the home mathematics environment (HME). In light of inconsistencies and gaps in research investigating relations between the HME and children’s outcomes, the purpose of the conference was to discuss actionable steps and considerations for future work. The conference was composed of international researchers with a wide range of expertise and backgrounds. Presentations and discussions during the conference centered broadly on the need to better operationalize and measure the HME as a construct—focusing on issues related to child, family, and community factors, country and cultural factors, and the cognitive and affective characteristics of caregivers and children. Results of the conference and a subsequent writing workshop include a synthesis of core questions and key considerations for the field of research on the HME. Findings highlight the need for the field at large to use multi-method measurement approaches to capture nuances in the HME, and to do so with increased international and interdisciplinary collaboration, open science practices, and communication among scholars.