English (United Kingdom)

https://curated-unify.zendy.io/wp-json/zendy-region/v1/featured_content/oa?rat=en

https://curated-unify.zendy.io/wp-json/zendy-region/v1/highlighted_journal/

Global: Zendy Plus annual

Presents the access of premium content as premium feature

Premium Content

Presents the keyphrase highlighting as premium feature

Keyphrase Highlighting

Presents the summarisation as premium feature

Summarisation

Insights

Presents the pdf analysis as premium feature

PDF Analysis

Presents the zaia usage as premium feature

ZAIA

Global: Zendy Tools annual

Global: Zendy Free Plan

Global: Zendy Tools monthly

Global: Zendy Plus monthly

Universal Grammar offers a set of hypotheses about the biases children  bring to language-learning. But testing these hypotheses is difficult,  particularly if we look only at language-learning under typical circumstances.  Children are influenced by the linguistic input to which they are exposed at the  earliest stages of language-learning. Their biases will therefore be obscured by  the input they receive. A clearer view of the child’s preparation for language  comes from observing children who are not exposed to linguistic input. Deaf  children whose hearing losses prevent them from learning the spoken language  that surrounds them, and whose hearing parents have not yet exposed them to sign  language, nevertheless communicate with the hearing individuals in their worlds  and use gestures, called homesigns, to do so. This article explores which  properties of Universal Grammar can be found in the deaf children’s homesign  systems, and thus tests linguistic theory against acquisition  data.

What language creation in the manual modality tells us about the foundations of language