MPI-PL Archive

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_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_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_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_L_AS_Trans_S05
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: Beginning
TDC_L_AS_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_L_YG_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 mother with the book.
TDC_L_YG_Vign_S05
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_EC_Play_S01
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 toys and books together with mom.
TDC_L_EC_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 toys together with sister.
TDC_L_EC_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 experimenter without the book.
TDC_L_YG_Play_S06
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 puzzles together with brother and experimenter.
TDC_L_EC_Trans_S01
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: Beginning
TDC_L_OD_Play_S04
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 toys together with brother and experimenter.
TDC_L_OD_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 mother with the book.
TDC_L_YG_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 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 experimenter without the book.
TDC_L_AS_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 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 experimenter without the book.