Young Children Show Little Sensitivity to the Iconicity in Number Gestures

Autor/inn/en	Nicoladis, Elena; Marentette, Paula; Pika, Simone; Barbosa, Poliana Gonçalves
Titel	Young Children Show Little Sensitivity to the Iconicity in Number Gestures
Quelle	In: Language Learning and Development, 14 (2018) 4, S.297-319 (23 Seiten)Infoseite zur Zeitschrift PDF als Volltext Verfügbarkeit
Sprache	englisch
Dokumenttyp	gedruckt; online; Zeitschriftenaufsatz
ISSN	1547-5441
DOI	10.1080/15475441.2018.1444486
Schlagwörter	Language Acquisition; Child Development; Cognitive Development; French; Child Care; Foreign Countries; Numbers; Nonverbal Communication; Cross Cultural Studies; Preschool Children; Accuracy; Coding; English; Native Language; Regression (Statistics); Intervention; Statistical Analysis; France; Canada + Suchen Sie Ihr Suchwort? Sprachaneignung; Spracherwerb; Kindesentwicklung; Kognitive Entwicklung; Französisch; Kinderfürsorge; Kinderbetreuung; Ausland; Zahlenraum; Non-verbal communication; Nonverbale Kommunikation; Cultural comparison; Kulturvergleich; Pre-school age; Preschool age; Child; Children; Pre-school education; Preschool education; Vorschulalter; Kind; Kinder; Vorschulkind; Vorschulkinder; Vorschulerziehung; Vorschule; Codierung; Programmierung; English language; Englisch; Regression; Regressionsanalyse; Statistische Analyse; Frankreich; Kanada
Abstract	These studies tested two questions about the developmental origins of children's sensitivity to iconicity with regard to number gestures: (1) whether children initially learn number gestures with sensitivity to the one-to-one correspondence between fingers and quantities or whether they learn them as unanalyzed symbols; and (2) whether sensitivity to iconicity increases with general cognitive development (as indexed by age) or with experience using fingers for counting. We carried out three experimental studies testing if children generalized the one-to-one correspondence in conventional number gestures to unconventional gestures. In Study 1, children between two and five years of age showed little sensitivity to iconicity, tending to be more accurate with conventional than unconventional gestures. In Study 2, we randomly assigned children to count on their fingers or to count only with words. Children with finger-counting experience did not improve in interpreting unconventional number gestures. In Study 3, we compared age-matched samples of children in school (in France) and children in daycare (in Canada). We found that schooling had little impact on children's interpretation of unconventional gestures. These results suggest that young children initially learn number gestures as unanalyzed Gestalts and only later develop sensitivity to the iconicity available in number gestures. (As Provided).
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Erfasst von	ERIC (Education Resources Information Center), Washington, DC
Update	2020/1/01