Co-Speech Gestures in a Naming Task: Developmental Data

Autor/inn/en	Stefanini, Silvia; Bello, Arianna; Caselli, Maria Cristina; Iverson, Jana M.; Volterra, Virginia
Titel	Co-Speech Gestures in a Naming Task: Developmental Data
Quelle	In: Language and Cognitive Processes, 24 (2009) 2, S.168-189 (22 Seiten) PDF als Volltext Verfügbarkeit
Sprache	englisch
Dokumenttyp	gedruckt; online; Zeitschriftenaufsatz
ISSN	0169-0965
Schlagwörter	Nonverbal Communication; Children; Age Differences; Language Processing; Child Development; Longitudinal Studies; Bilingual Students; Foreign Countries; Task Analysis; Data Analysis; Visual Stimuli; Preschool Children; Italy + Suchen Sie Ihr Suchwort? Non-verbal communication; Nonverbale Kommunikation; Child; Kind; Kinder; Age; Difference; Age difference; Altersunterschied; Sprachverarbeitung; Kindesentwicklung; Longitudinal study; Longitudinal method; Longitudinal methods; Längsschnittuntersuchung; Ausland; Aufgabenanalyse; Auswertung; Pre-school age; Preschool age; Children; Pre-school education; Preschool education; Vorschulalter; Vorschulkind; Vorschulkinder; Vorschulerziehung; Vorschule; Italien
Abstract	Few studies have explored the development of the gesture-speech system after the two-word stage. Aim of the present study is to examine developmental changes in speech and gesture use, in the context of a simple naming task. Fifty-one children (age range: 2;3-7;6) were divided into five age groups and requested to name pictures representing objects, actions, or characteristics. In the context of a naming task that requires only the production of a single word, children produced pointing and representational gestures together with spoken responses. Pointing was the most frequent gesture produced by all groups of children. Among representational gestures, action gestures were more frequent than size and shape gestures. In addition, gesture production declined as a function of increasing age and spoken lexical competence. Results are discussed in terms of the links between action, gesture, and language, and the ways in which these may change developmentally. (Contains 2 tables, 3 figures and 3 footnotes.) (As Provided).
Anmerkungen	Psychology Press. Available from: Taylor & Francis, Ltd. 325 Chestnut Street Suite 800, Philadelphia, PA 19106. Tel: 800-354-1420; Fax: 215-625-2940; Web site: http://www.tandf.co.uk/journals
Erfasst von	ERIC (Education Resources Information Center), Washington, DC
Update	2017/4/10