1887
Volume 11, Issue 1
  • ISSN 1568-1475
  • E-ISSN: 1569-9773
USD
Buy:$35.00 + Taxes

Abstract

Adults rely on both speech and gesture to provide children with information pertinent to new word meanings. Parents were videotaped introducing new objects to their children (aged 1;6 and 3;0). They introduce these objects in three phases: (1) they establish joint attention on an object; (2) they introduce a label for it; (3) they situate the object conceptually. Parents used labels and gestures to maintain attention on the object; with one-year-olds, they led with gestures to capture the children’s attention. They added supplementary information about objects only after labeling them, again with speech and gesture. They used indicating gestures (point, touch, tap) to identify the objects labeled, their parts, and their properties. They used demonstrating gestures (turning a truck wheel, opening salad tongs) to depict actions and functions they were describing in words. These procedures support children in their construction of meanings for new words.
Loading

Article metrics loading...

/content/journals/10.1075/gest.11.1.01cla
2011-01-01
2019-10-14
Loading full text...

Full text loading...

References

http://instance.metastore.ingenta.com/content/journals/10.1075/gest.11.1.01cla
Loading
  • Article Type: Research Article
Keyword(s): gesture , language acquisition and speech
This is a required field
Please enter a valid email address
Approval was successful
Invalid data
An Error Occurred
Approval was partially successful, following selected items could not be processed due to error