|
| Send Comment |
8 months old, week 1
Juli crawled fast from corner to corner, investigating various objects. Climbed up the short and long stairs all by herself, supervised.
Reduplicated syllabic (canonical) babbling
Juli babbled manually and vocally much more often, especially with the syllabic pattern of the ASL word "work".
Dominance-base rule
In ASL linguistics, the Symmetry Condition (Battison) states that, if both hands in a two-handed signed word move, then the handshape must be the same and the movement is either alternating or simultaneous. E.g. bath, maybe, etc.
On the other hand, the Dominance Condition states that, if the hand has a different handshape in a two-handed sign, then only the dominant or active hand can move while the base hand remains stationary (not moving). E.g. enough, cookie.
For right-handed signers, the right hand is the active or dominant hand, while the left hand is the passive or base hand. The opposite is true for left-handed signers.
It is a natural rule that governs the structure of signed language. Native signers didn't consciously create this rule.
It is interesting to observe that Juli had been babbling with one active hand onto the base hand. It can indicate that Juli might be right-handed, but it was still early to determine.
Studies show that syllables in vocal babbling prior to around 8th month can be found undifferentiated among babies across different cultures. Then, the patterns in syllables develop a bit more that is found in an adult language of their own culture.
Likewise, the syllables found in Juli's manual babbling appeared to be based on the patterns of ASL words such as: work, shoes, more, be-careful.
These two-handed ASL words had been regularly exposed to Juli for the past months. And, one of the primes (location, movement, and handshape) of the ASL words was similar in one way or another. But, what all of these words had in common was that both hands were in contact.
ASL milestones (L1)
- 0;0,0: Raising a bilingual child
- 0;0,1: Making first eye contact
- 0;0,2: Imitating movements and cooing
- 0;0,3: Using senses and technology
- 0;0,4: Acquiring language via interaction
- 0;1,1: Manual cooing
- 0;1,2: Following objects or people with eyes
- 0;1,3: First smiles
- 0;1,4: Using ASL nursery rhymes
- 0;2,1: Gaining more control over her body
- 0;2,2: Observing and listening to parentese
- 0;2,3: Exploring the world
- 0;2,4: Eye-hand coordination beginning; Exploring hands and objects
- 0;2,5: Communicating through body language
- 0;3,1: Gaze shifting between picture and ASL word
- 0;3,2: Communicating with eyes; Visually tracking 180 degrees
- 0;3,3: Bringing hands together
- 0;3,4: Grabbing objects within reach; gaze shifting
- 0;4,1: Gaze shifting between face and fingerspelling
- 0;4;2: Bringing hands to mouth; turn-taking
- 0;4,3: Playing contact eye game
- 0;4,4: Playing with hands, the precursor to babbling
- 0;5,1: Communicating by patting or tapping
- 0;5,2: The emergence of marginal babbling
- 0;5,3: Gaze-following turn-taking conversation
- 0;5,4: Distinguishing ASL words from animal visues
- 0;5,5: Paying attention to details
- 0;6,1: Learning the concept of object permanence
- 0;6,2: Beginning to understand what is being said
- 0;6,3: The emergence of razzy visues
- 0;6,4: The emergence of canonical babbling
- 0;7,1: Developing intentional communication
- 0;7,2: Developing an association of concept with word
- 0;7,3: Manipulating objects back and forth
- 0;7,4: The emergence of other syllabic babbles
- 0;8,1: Demonstrating constraints in syllabic babbling
- 0;8,2: The emergence of variegated babbling
- 0;8,3: Waving bye-bye
- 0;8,4: The emergence of pointing for direction
- 0;8,5: Connecting word to object or picture
- 0;9,1: The emergence of pointing for names
- 0;9,2: The emergence of finger babbling
- 0;9,3: Pointing at pictures for names
- 0;9,4: The early emergence of recognizable words
- 0;10,1: Emerging referential words: finish + music
- 0;10,2: Emerging ASL words: mother + music
- 0;10,3: Emerging ASL words: eat + more
- 0;10,4: Categorizing a group of referents
- 0;11,1: Responding to simple requests
- 0;11,2: Recognizing an ASL word in the video
- 0;11,3: Producing ASL words on torso; multipointing
- 0;11,4: Combining gestural pointing with ASL words
- 0;11,5: Combining an ASL word with razzy

