基本説明
This volume brings together studies from language acquisition and developmental psychology. They address topics such as gesture use in prelinguistic infants with a special and new focus on pointing, the relationship between gestures and lexical development in typically developing and deaf children and even how gesture can help to learn mathematics.
Full Description
We gesture while we talk and children use gestures prior to words to communicate during the first year. Later, as words become the preferred form of communication, children continue to gesture to reinforce or extend the spoken messages or even to replace them. This volume, originally published as a Special Issue of Gesture 10:2/3 (2010), brings together studies from language acquisition and developmental psychology. It provides a review of common theoretical, methodological and empirical themes, and the contributions address topics such as gesture use in prelinguistic infants with a special and new focus on pointing, the relationship between gestures and lexical development in typically developing and deaf children and even how gesture can help to learn mathematics. All in all, it brings additional evidence on how gestures are related to language, communication and mind development.
Contents
1. About the authors; 3. Introduction; 4. Gesture and multimodal development (by Guidetti, Michele); 5. Articles; 6. Pointing gesture in young children: Hand preference and language development (by Cochet, Helene); 7. Support or competition?: Dynamic development of the relationship between manual pointing and symbolic gestures from 6 to 18 months of age (by Vallotton, Claire D.); 8. From gesture to sign and from gesture to word: Pointing in deaf and hearing children (by Morgenstern, Aliyah); 9. How the hands control attention during early word learning (by Rader, Nancy de Villiers); 10. Infant movement as a window into language processing (by Fais, Laurel); 11. Children's lexical skills and task demands affect gestural behavior in mothers of late-talking children and children with typical language development (by Grimminger, Angela); 12. The type of shared activity shapes caregiver and infant communication (by Puccini, Daniel); 13. Transcribing and annotating multimodality: How deaf children's productions call into the question the analytical tools (by Millet, Agnes); 14. Mathematical learning and gesture: Character viewpoint and observer viewpoint in students' gestured graphs of functions (by Gerofsky, Susan)
