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Volume 31, Issue 1
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Abstract

Abstract

The gesture-as-simulated-action framework explains the occurrence of iconic gestures. Accordingly, simulated visual imagery gives rise to observer-viewpoint, whereas simulated motor imagery gives rise to character-viewpoint gestures. Because little is known about whether this relationship is either the product of becoming a competent speaker in different communicative tasks or exists from an early age, we investigated 4-year-olds. In the first session, 55 children performed three different communicative tasks. In the second session, we administered a SON-R non-verbal intelligence test to assess children’s cognitive abilities. Results revealed a strong association between the frequency with which children used observer-viewpoints gestures and their scores in visual processing abilities. Because the association between gestures and visuospatial cognitive abilities was found across three communicative tasks, we can propose that it is a general ability rather than a phenomenon of task-specific discourse competence. We discuss these findings in terms of gestural threshold and cognitive offloading.

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2024-10-11
2025-04-22

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Four-year-olds’ visuospatial cognitive abilities and their relation to observer‑viewpoint gestures across three communicative tasks
Pragmatics & Cognition 31, 49 (2024); https://doi.org/10.1075/pc.00040.roh
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  • Article Type: Research Article
Keyword(s): cognitive abilities; gesture-as-simulated-action (GSA) framework; language as situated multimodal system; mental imagery; viewpoints in gesture

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