Over the past 6 months, coronavirus-induced disease has spread across 212 countries, affecting millions of people. As it has no known cure, social distancing is highly recommended for prevention of spread of the disease. Here, we have described the impact of the social distancing measures implemented by the Government of India on various sections of the society, especially the vulnerable sections. Furthermore, we have presented an analysis of these measures, according to the World Health Organization´s Guidance for Managing Ethical Issues (...) in Infectious Disease Outbreaks ; we have also applied principles, as applicable, from the Indian Council of Medical Research’s National Ethical Guidelines for Biomedical and Health Research Involving Human Participants. Finally, we have presented several measures that should have been adopted before and in addition to implementing the lockdown to improve its effectiveness. (shrink)

section 1. Natural resources management -- section 2. Biodiversity and ecosystems -- section 3. Traditional farming and its management -- section 4. Conservation and sustainable development.

Children have difficulty comprehending novel verbs in the double object dative as compared to the prepositional dative. We explored this pattern with 3 and 4 year olds. In Experiment 1, we replicated the documented difficulty with the double object frame, even though we provided more contextual support. In Experiment 2, we tested a novel hypothesis that children would comprehend novel verbs in, and generalize them to, the double object frame if they were first familiarized to the verbs in the prepositional (...) frame. They did, suggesting that part of their difficulty with the double object frame is due to uncertainty about a new verb's semantic/syntactic properties, information that the easy-to-comprehend prepositional frame provides. The benefits of training were short-lived, however; children again struggled after a 2-h delay. The results are discussed in the context of mechanisms underlying verb acquisition. (shrink)

Science is a global phenomenon that knows no frontiers. But in the real world, production and efficient utilization of scientific knowledge are highly concentrated in a few countries. A large majority of countries—those on the periphery, contribute precious little to the growth of scientific knowledge. Indeed, the distribution of science is even more skewed than is the distribution of wealth among nations. As a result, peripheral countries are left out of the intellectual discourse that is at the very foundation of (...) the knowledge enterprise. The extent of this skewness and the relative neglect of the perihpery can be seen in some quantitative form from publication and citation data. However, while it may be true that mainstream science has not greatly benefitted from the efforts of the periphery, scientifically advanced societies are certainly benefitting from the traditional medical and agricultural knowledge base of the peripheral societies. Countless numbers of plants used in the traditional medical systems of India, China, Africa and Latin America are being drafted into the western system of medicine. A number of multinationals are learning from folk medicine and are gathering tons of plant material from these regions for the manufacture of modern medicine. Ironically, very little transfer of knowledge from ancient to modern systems takes place in the pheripheral countries themselves. Even when it does occur, it does not result in the manufacture and marketing of products for profit. (shrink)

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. (shrink)

This volume presents the state of the art of recent research on the acquisition of semantics. Covering topics ranging from infants' initial acquisition of word meaning to the more sophisticated mapping between structure and meaning in the syntax-semantics interface, and the relation between logical content and inferences on language meaning (semantics and pragmatics), the papers in this volume introduce the reader to the variety of ways in which children come to realize that semantic content is encoded in word meaning (for (...) example, in the event semantics of the verbal domain or the scope of logical operators), and at the level of the sentence, which requires the composition of semantic meaning. The authors represent some of the most established and promising researchers in this domain, demonstrating collective expertise in a range of methodologies and topics relevant to the acquisition of semantics. This volume will serve as a valuable resource for students and faculty, and junior and seasoned researchers alike. (shrink)

Caregivers’ language input supports children’s language development, and it is often tuned to the child’s current level of skill. Evidence suggests that parental input is tuned to accommodate children’s expressive language levels, but accommodation to receptive language abilities is less understood. In particular, little is known about parental sensitivity to children’s abilities to process language in real time. Compared to nonspectrum children, children on the spectrum are slower to process language. In this study, we ask: Do parents of autistic children (...) and those of nonspectrum children tune their language input to accommodate children’s different language processing abilities? Children with and without a diagnosis of autism and their parents viewed a display of six images, one of which was the target. The parent labeled the target to direct the child’s attention to it. We first examined children’s language processing abilities by assessing their latencies to shift gaze to the labeled referent; from this, we found slower latencies in the autistic group than in the nonspectrum group, in line with previous findings. We then examined features of parents’ language and found that parents in both groups produced similar language, suggesting that parents may not adjust their language input according to children’s speed of language processing. This finding suggests that capturing parental sensitivity to children’s receptive language, and specifically language processing, may enrich our models of individual differences in language input, and future work should investigate if supporting caregivers in tuning their language use according to children’s language processing can improve children’s language outcomes. (shrink)