Changes in Frame of Reference Use across the Preschool Years: A Longitudinal Study of the Gestures and Speech Produced during Route Descriptions

Autor/in	Sekine, Kazuki
Titel	Changes in Frame of Reference Use across the Preschool Years: A Longitudinal Study of the Gestures and Speech Produced during Route Descriptions
Quelle	In: Language and Cognitive Processes, 24 (2009) 2, S.218-238 (21 Seiten) PDF als Volltext Verfügbarkeit
Sprache	englisch
Dokumenttyp	gedruckt; online; Zeitschriftenaufsatz
ISSN	0169-0965
Schlagwörter	Nursery Schools; Cognitive Processes; Nonverbal Communication; Longitudinal Studies; Age Differences; Spatial Ability; Speech Communication; Human Body; Language Research; Preschool Children; Elementary School Students; Models + Suchen Sie Ihr Suchwort? Nursery school; Kindertagesstätte; Kindergarten; Vorschule; Cognitive process; Kognitiver Prozess; Non-verbal communication; Nonverbale Kommunikation; Longitudinal study; Longitudinal method; Longitudinal methods; Längsschnittuntersuchung; Age; Difference; Age difference; Altersunterschied; Räumliches Vorstellungsvermögen; Menschlicher Körper; Sprachforschung; Pre-school age; Preschool age; Child; Children; Pre-school education; Preschool education; Vorschulalter; Kind; Kinder; Vorschulkind; Vorschulkinder; Vorschulerziehung; Analogiemodell
Abstract	This study longitudinally investigated developmental changes in the frame of reference used by children in their gestures and speech. Fifteen children, between 4 and 6 years of age, were asked once a year to describe their route home from their nursery school. When the children were 4 years old, they tended to produce gestures that directly and continuously indicated their actual route in a large gesture space. In contrast, as 6-year-olds, their gestures were segmented and did not match the actual route. Instead, at age 6, the children seemed to create a virtual space in front of themselves to symbolically describe their route. These results indicate that the use of frames of reference develops across the preschool years, shifting from an actual environmental to an abstract environmental frame of reference. Factors underlying the development of frame of reference, including verbal encoding skills and experience, are discussed. (Contains 2 figures, 3 tables and 1 footnote.) (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