Can Gestures Give us Access to Thought? A Systematic Literature Review on the Role of Co-thought and Co-speech Gestures in Children with Intellectual Disabilities.
This systematic review analyzes the differential use of gestures in learning by children with intellectual disability (ID) compared to typically developing ones (TD). Eleven studies published between 2000 and 2020 fulfilled the inclusion criteria (N = 364 participants). The results identify three ke...
| Publicado en: | Journal of Nonverbal Behavior Vol. 46; no. 2; pp. 119 - 137 |
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| Autores principales: | , , |
| Formato: | Artículo |
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Springer Nature
Jun2022
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| Acceso en línea: | Ver este registro en EBSCOhost |
| fields | @attributes: recordID: 1 pdfLink: plink: https://search.ebscohost.com/login.aspx?direct=true&db=ssf&AN=156548368&site=ehost-live header: @attributes: shortDbName: ssf uiTerm: 156548368 longDbName: Social Sciences Full Text (H.W. Wilson) uiTag: AN controlInfo: bkinfo: jinfo: jid: 01915886 JNV jtl: Journal of Nonverbal Behavior issn: 01915886 maglogo: N pubinfo: dt: Jun2022 vid: 46 iid: 2 pid: 237 pub: Springer Nature artinfo: ui: 156548368 10.1007/s10919-022-00396-4 ppf: 119 ppct: 18 formats: fmt: – @attributes: type: T – @attributes: type: P size: 826KB tig: atl: Can Gestures Give us Access to Thought? A Systematic Literature Review on the Role of Co-thought and Co-speech Gestures in Children with Intellectual Disabilities. aug: au: Lacombe, Noémie Dias, Thierry Petitpierre, Geneviève affil: Department of Special Needs Education, University of Fribourg, St-Pierre Canisius 21, 1700, Fribourg, Switzerland University of Teacher Education of the State of Vaud, Av. De Cour 33, 1014, Lausanne, Switzerland su: Language acquisition Body language People with intellectual disabilities Children Thought & thinking Speech perception Systematic reviews Learning strategies sug: subj: Language acquisition Body language People with intellectual disabilities Children Thought & thinking Speech perception Systematic reviews Learning strategies keyword: Co-thought gestures Conceptualization Iconic gestures Intellectual disability Literature review Co-thought gestures Conceptualization Iconic gestures Intellectual disability Literature review ab: This systematic review analyzes the differential use of gestures in learning by children with intellectual disability (ID) compared to typically developing ones (TD). Eleven studies published between 2000 and 2020 fulfilled the inclusion criteria (N = 364 participants). The results identify three key elements: (1) Children with ID accompany their spoken language with more gestures than TD children; (2) Specifically, they produce more iconic gestures that provide access to the conceptualization process and understanding in students with ID; (3) Children with ID rely on gesture more than TD children to carry meaning (i.e., produce unimodal gestural utterances without accompanying speech). Possible implications for teaching and guidelines for future research are proposed. pubtype: Academic Journal doctype: Article src: R language: English refInfo: copyright: @attributes: flag: N holdings: @attributes: islocal: N |
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