Gesture Production in Language Impairment: It's Quality, Not Quantity, That Matters

Autor/inn/en	Wray, Charlotte; Saunders, Natalie; McGuire, Rosie; Cousins, Georgia; Norbury, Courtenay Frazier
Titel	Gesture Production in Language Impairment: It's Quality, Not Quantity, That Matters
Quelle	In: Journal of Speech, Language, and Hearing Research, 60 (2017) 4, S.969-982 (14 Seiten) PDF als Volltext Verfügbarkeit
Sprache	englisch
Dokumenttyp	gedruckt; online; Zeitschriftenaufsatz
ISSN	1092-4388
DOI	10.1044/2016_JSLHR-L-16-0141
Schlagwörter	Nonverbal Communication; Language Impairments; Children; Accuracy; Imitation; Problem Solving; Psychomotor Skills; Articulation (Speech) + Suchen Sie Ihr Suchwort? Non-verbal communication; Nonverbale Kommunikation; Speech disorder; Speech disorders; Speech disabilities; Speech disability; Speech handicap; Speech handicaps; Speech impairment; Speech impairments; Language handicaps; Sprachbehinderung; Child; Kind; Kinder; Problemlösen; Psychomotorische Aktivität
Abstract	Purpose: The aim of this study was to determine whether children with language impairment (LI) use gesture to compensate for their language difficulties. Method: The present study investigated gesture accuracy and frequency in children with LI (n = 21) across gesture imitation, gesture elicitation, spontaneous narrative, and interactive problem-solving tasks, relative to typically developing (TD) peers (n = 18) and peers with low language and educational concerns (n = 21). Results: Children with LI showed weaknesses in gesture accuracy (imitation and gesture elicitation) in comparison to TD peers, but no differences in gesture rate. Children with low language only showed weaknesses in gesture imitation and used significantly more gestures than TD peers during parent-child interaction. Across the whole sample, motor abilities were significantly related to gesture accuracy but not gesture rate. In addition, children with LI produced proportionately more extending gestures, suggesting that they may use gesture to replace words that they are unable to articulate verbally. Conclusion: The results support the notion that gesture and language form a tightly linked communication system in which gesture deficits are seen alongside difficulties with spoken communication. Furthermore, it is the quality, not quantity of gestures that distinguish children with LI from typical peers. (As Provided).
Anmerkungen	American Speech-Language-Hearing Association. 2200 Research Blvd #250, Rockville, MD 20850. Tel: 301-296-5700; Fax: 301-296-8580; e-mail: slhr@asha.org; Web site: http://jslhr.pubs.asha.org
Erfasst von	ERIC (Education Resources Information Center), Washington, DC
Update	2020/1/01