Idiosyncratic Gesture Use in Atypical Language Development, and Its Interaction with Speech Rhythm, Word Juncture, Syntax, Pragmatics and Discourse: A Case Study

Autor/inn/en	Howard, Sara J.; Perkins, Michael R.; Sowden, Hannah
Titel	Idiosyncratic Gesture Use in Atypical Language Development, and Its Interaction with Speech Rhythm, Word Juncture, Syntax, Pragmatics and Discourse: A Case Study
Quelle	In: Clinical Linguistics & Phonetics, 26 (2012) 10, S.882-907 (26 Seiten) PDF als Volltext Verfügbarkeit
Sprache	englisch
Dokumenttyp	gedruckt; online; Zeitschriftenaufsatz
ISSN	0269-9206
DOI	10.3109/02699206.2012.714048
Schlagwörter	Nonverbal Communication; Language Acquisition; Pragmatics; Syntax; Suprasegmentals; Case Studies; Language Impairments; Developmental Disabilities; Young Children; Females; Child Development + Suchen Sie Ihr Suchwort? Non-verbal communication; Nonverbale Kommunikation; Sprachaneignung; Spracherwerb; Pragmalinguistik; Case study; Fallstudie; Case Study; Speech disorder; Speech disorders; Speech disabilities; Speech disability; Speech handicap; Speech handicaps; Speech impairment; Speech impairments; Language handicaps; Sprachbehinderung; Entwicklungsstörung; Frühe Kindheit; Weibliches Geschlecht; Kindesentwicklung
Abstract	Very little is known about the use of gesture by children with developmental language disorders (DLDs). This case study of "Lucy", a child aged 4;10 with a DLD, expands on what is known and in particular focuses on a type of idiosyncratic "rhythmic gesture" (RG) not previously reported. A fine-grained qualitative analysis was carried out of video recordings of Lucy in conversation with the first author. This revealed that Lucy's RG was closely integrated in complex ways with her use of other gesture types, speech rhythm, word juncture, syntax, pragmatics, discourse, visual processing and processing demands generally. Indeed, the only satisfactory way to explain it was as a partial byproduct of such interactions. These findings support the theoretical accounts of gesture which see it as just one component of a multimodal, integrated signalling system (e.g. Goldin-Meadow, S. (2000). Beyond words: The importance of gesture to researchers and learners. "Child Development, 71"(1), 231-239), and emergentist accounts of communication impairment which regard compensatory adaptation as integral (e.g. Perkins, M. R. (2007). "Pragmatic Impairment". Cambridge: Cambridge University Press.). (Contains 13 figures, 3 tables, and 2 notes.) (As Provided).
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Erfasst von	ERIC (Education Resources Information Center), Washington, DC
Update	2017/4/10