The Language Archive

TDC_E_MA_Play_S01
The Play Sessions were designed to collect spontaneous communication data from deaf and hearing children. The communication partner was either the child's mother or an experimenter. Various toy figures, puzzles as well as books - Frog Story, Scarry Book - were used as stimuli in these sessions. Children were prompted to take converse about these stimuli and often asked to identify objects, puzzle pieces etc. For this Play Session: Child plays with frog story, toys, scarry book, potatoman and toys together with mother and experimenter; Child plays with toys and drinks and plays with puzzles, frog story and vignette book together with experimenter, mother and father; Child eats together with father and mother; Child eats together with mother and father; Child plays not with toys together with experimenter.
TDC_E_YK_Play_S02
The Play Sessions were designed to collect spontaneous communication data from deaf and hearing children. The communication partner was either the child's mother or an experimenter. Various toy figures, puzzles as well as books - Frog Story, Scarry Book - were used as stimuli in these sessions. Children were prompted to take converse about these stimuli and often asked to identify objects, puzzle pieces etc. For this Play Session: Child plays with potatoman and vignette book together with mother; Child plays with toys together with experimenter; Child plays with toys, notebook, frog story, puzzles and scarry book together with mother, experimenter and father.
TDC_E_OG_Vign_S04
The Vignette tasks were designed to elicit gesture strings. The child and the mother were asked to do this task at different times. The task consisted of several sets of video clips together with a picture book. The experimenter showed every vignette on the computer and then turned to the appropriate picture in the picture book. The order of sets in general was as follows for both the child and the mother: 1 Modeling; 2 Bowling Ball Tweety; 3 Main vignette set; 4 Path/Manner/Ground vignettes; 5 Organ Grinder Tweety. For this Vignette task session: Child is describing the Vignette Backwards movies to the experimenter: Modeling, Bowling Ball Tweety, Backward Vignette, Organ Grinder Tweety.
TDC_L_MS_Vign_S02
The Vignette tasks were designed to elicit gesture strings. The child and the mother were asked to do this task at different times. The task consisted of several sets of video clips together with a picture book. The experimenter showed every vignette on the computer and then turned to the appropriate picture in the picture book. The order of sets was as follows for both the child and the mother: 1 Modeling; 2 Main vignette set; 3 Path/Manner/Ground vignettes. For this Vignette task session: Child is describing the Vignette movies to the mother without the book.
TDC_L_AS_Vign_S03
The Vignette tasks were designed to elicit gesture strings. The child and the mother were asked to do this task at different times. The task consisted of several sets of video clips together with a picture book. The experimenter showed every vignette on the computer and then turned to the appropriate picture in the picture book. The order of sets was as follows for both the child and the mother: 1 Modeling; 2 Main vignette set; 3 Path/Manner/Ground vignettes. For this Vignette task session: Child is describing the Vignette movies to the sister without the book.
TDC_L_OD_Trans_S06
The Transparency task was designed to test whether speakers would extend the word order pattern of their languages to the pictorial modality. The participants were shown on a computer screen vignettes that depicted events and then asked to reconstruct these events by using sets of transparent pictures. A black line drawing of the entities in each event (e.g., woman, knob) and a black cartoon drawing of the action in the event (e.g., an arrowed line representing the twisting motion) were placed on separate transparencies. Participants were given pictures which depicted either the beginning or the end scene of each event. They were asked to reconstruct the event by stacking the transparencies one by one onto a peg to form a single representation. Participants were given no indication that the order in which they stacked the transparencies was the focus of the study. For this Transparency task session: Transparency Task: End
TDC_E_AA_Play_S06
The Play Sessions were designed to collect spontaneous communication data from deaf and hearing children. The communication partner was either the child's mother or an experimenter. Various toy figures, puzzles as well as books - Frog Story, Scarry Book - were used as stimuli in these sessions. Children were prompted to take converse about these stimuli and often asked to identify objects, puzzle pieces etc. For this Play Session: Child plays with potatoman, toys, frog story, puzzles, toys and scarry book together with experimenter and mother; Child plays with scarry book together with experimenter.
TDC_L_EC_Vign_S08
The Vignette tasks were designed to elicit gesture strings. The child and the mother were asked to do this task at different times. The task consisted of several sets of video clips together with a picture book. The experimenter showed every vignette on the computer and then turned to the appropriate picture in the picture book. The order of sets was as follows for both the child and the mother: 1 Modeling; 2 Main vignette set; 3 Path/Manner/Ground vignettes. For this Vignette task session: Mom is describing the Vignette movies to the child with the book.
TDC_L_AS_Play_S07
The Play Sessions were designed to collect spontaneous communication data from deaf children. The communication partner was either the child's mother or an experimenter. Various toy figures, puzzles as well as a book Scarry Book were used as stimuli in these sessions. Children were prompted to take converse about these stimuli and often asked to identify objects, puzzle pieces etc. For this Play Session: Child plays with scarry book, puzzle and toys together with experimenter.
TDC_E_OG_Vign_S01
The Vignette tasks were designed to elicit gesture strings. The child and the mother were asked to do this task at different times. The task consisted of several sets of video clips together with a picture book. The experimenter showed every vignette on the computer and then turned to the appropriate picture in the picture book. The order of sets in general was as follows for both the child and the mother: 1 Modeling; 2 Bowling Ball Tweety; 3 Main vignette set; 4 Path/Manner/Ground vignettes; 5 Organ Grinder Tweety. For this Vignette task session: Mother is describing the Vignette Forwards movies to the experimenter: Forward Vignette, Path/Manner/Ground vignettes; Child is describing the Vignette Forwards movies to the experimenter: Bowling Ball Tweety, Modeling, Forward Vignette, Path/Manner/Ground vignettes, Organ Grinder Tweety.
TDC_L_AS_Vign_S09
The Vignette tasks were designed to elicit gesture strings. The child and the mother were asked to do this task at different times. The task consisted of several sets of video clips together with a picture book. The experimenter showed every vignette on the computer and then turned to the appropriate picture in the picture book. The order of sets was as follows for both the child and the mother: 1 Modeling; 2 Main vignette set; 3 Path/Manner/Ground vignettes. For this Vignette task session: Mom is describing the Vignette movies to the child with the book.
TDC_E_EK_Play_S07
The Play Sessions were designed to collect spontaneous communication data from deaf and hearing children. The communication partner was either the child's mother or an experimenter. Various toy figures, puzzles as well as books - Frog Story, Scarry Book - were used as stimuli in these sessions. Children were prompted to take converse about these stimuli and often asked to identify objects, puzzle pieces etc. For this Play Session: Child plays with toys together with mother.
TDC_E_EK_Vign_S04
The Vignette tasks were designed to elicit gesture strings. The child and the mother were asked to do this task at different times. The task consisted of several sets of video clips together with a picture book. The experimenter showed every vignette on the computer and then turned to the appropriate picture in the picture book. The order of sets in general was as follows for both the child and the mother: 1 Modeling; 2 Bowling Ball Tweety; 3 Main vignette set; 4 Path/Manner/Ground vignettes; 5 Organ Grinder Tweety. For this Vignette task session: Child is describing the Vignette Forwards movies to the experimenter: Modeling, Bowling Ball Tweety, Forward Vignette, Path/Manner/Ground vignettes, Organ Grinder Tweety.
TDC_E_BB_Play_S01
The Play Sessions were designed to collect spontaneous communication data from deaf and hearing children. The communication partner was either the child's mother or an experimenter. Various toy figures, puzzles as well as books - Frog Story, Scarry Book - were used as stimuli in these sessions. Children were prompted to take converse about these stimuli and often asked to identify objects, puzzle pieces etc. For this Play Session: Child plays with toys, potatoman and vignette book together with mother; Child plays with toys together with experimenter; Child plays with toys together with experimenter.
TDC_L_EC_Vign_S06
The Vignette tasks were designed to elicit gesture strings. The child and the mother were asked to do this task at different times. The task consisted of several sets of video clips together with a picture book. The experimenter showed every vignette on the computer and then turned to the appropriate picture in the picture book. The order of sets was as follows for both the child and the mother: 1 Modeling; 2 Main vignette set; 3 Path/Manner/Ground vignettes. For this Vignette task session: Child is describing the Vignette movies to the mother without the book.
TDC_E_OG_Play_S01
The Play Sessions were designed to collect spontaneous communication data from deaf and hearing children. The communication partner was either the child's mother or an experimenter. Various toy figures, puzzles as well as books - Frog Story, Scarry Book - were used as stimuli in these sessions. Children were prompted to take converse about these stimuli and often asked to identify objects, puzzle pieces etc. For this Play Session: Child plays with potatoman, toys and frog story together with mother, sisters and experimenter; Child plays with toys together with mother and experimenter; Child plays with toys, puzzles and frog story together with experimenter.
TDC_E_MA_Play_S03
The Play Sessions were designed to collect spontaneous communication data from deaf and hearing children. The communication partner was either the child's mother or an experimenter. Various toy figures, puzzles as well as books - Frog Story, Scarry Book - were used as stimuli in these sessions. Children were prompted to take converse about these stimuli and often asked to identify objects, puzzle pieces etc. For this Play Session: Child plays with toys, frog story, toys, puzzles, potatoman, toys, scarry book and toys together with mother, father and experimenter.
TDC_E_OG_Vign_S02
The Vignette tasks were designed to elicit gesture strings. The child and the mother were asked to do this task at different times. The task consisted of several sets of video clips together with a picture book. The experimenter showed every vignette on the computer and then turned to the appropriate picture in the picture book. The order of sets in general was as follows for both the child and the mother: 1 Modeling; 2 Bowling Ball Tweety; 3 Main vignette set; 4 Path/Manner/Ground vignettes; 5 Organ Grinder Tweety. For this Vignette task session: Child is describing the Vignette Backwards movies to the experimenter: Modeling, Bowling Ball Tweety, Backward Vignette, Organ Grinder Tweety, Backward Vignette, Modeling,Bowling Ball Tweety, Backward Vignette.
TDC_E_YK_Play_S05
The Play Sessions were designed to collect spontaneous communication data from deaf and hearing children. The communication partner was either the child's mother or an experimenter. Various toy figures, puzzles as well as books - Frog Story, Scarry Book - were used as stimuli in these sessions. Children were prompted to take converse about these stimuli and often asked to identify objects, puzzle pieces etc. For this Play Session: Child plays with cards, potatoman, toys, frog story and toys together with mother and experimenter; Child plays with book, toys, book, scarry book, puzzles and toys together with father, mother and experimenter.
TDC_E_EK_Vign_S02
The Vignette tasks were designed to elicit gesture strings. The child and the mother were asked to do this task at different times. The task consisted of several sets of video clips together with a picture book. The experimenter showed every vignette on the computer and then turned to the appropriate picture in the picture book. The order of sets in general was as follows for both the child and the mother: 1 Modeling; 2 Bowling Ball Tweety; 3 Main vignette set; 4 Path/Manner/Ground vignettes; 5 Organ Grinder Tweety. For this Vignette task session: Child is describing the Vignette Backwards movies to the experimenter: Bowling Ball Tweety, Modeling, Backward Vignette, Path/Manner/Ground vignettes, Organ Grinder Tweety.