Tapping Toddlers' Evolving Semantic Representation via Gesture.
Purpose: This study presents evidence that gesture is a means to understanding the semantic representations of toddlers. Method: The data were part of a study of toddlers' word learning conducted by N. C. Capone and K. K. McGregor (2005). The object function probe from that study was administered af...
| Publicado en: | Journal of Speech, Language & Hearing Research Vol. 50; no. 3; pp. 732 - 746 |
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| Formato: | Artículo |
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American Speech-Language-Hearing Association
June 2007
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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=507985156&site=ehost-live header: @attributes: shortDbName: ssf uiTerm: 507985156 longDbName: Social Sciences Full Text (H.W. Wilson) uiTag: AN controlInfo: bkinfo: jinfo: jid: 10924388 1SM jtl: Journal of Speech, Language & Hearing Research issn: 10924388 maglogo: N pubinfo: dt: June 2007 vid: 50 iid: 3 pid: 42 pub: American Speech-Language-Hearing Association artinfo: ui: 507985156 10.1044/1092-4388(2007/051) ppf: 732 ppct: 14 formats: fmt: – @attributes: type: T – @attributes: type: P size: 864KB tig: atl: Tapping Toddlers' Evolving Semantic Representation via Gesture. aug: au: Capone, Nina C. su: Semantics in the English language Children's language Gesture sug: subj: Semantics in the English language Children's language Gesture ab: Purpose: This study presents evidence that gesture is a means to understanding the semantic representations of toddlers. Method: The data were part of a study of toddlers' word learning conducted by N. C. Capone and K. K. McGregor (2005). The object function probe from that study was administered after 1 exposure and after 3 exposures to objects. Here, toddlers' gestures were described and their gesture-speech combinations were analyzed as a function of instruction and time. Results: A large proportion of toddlers gestured. Gestures were iconic and deictic, but toddlers produced more iconic gestures than previously reported. Consistent with studies of older children, toddlers produced gesture-speech combinations that reflected their learning state. Conclusion: Gesture can be both a source of semantic knowledge and an expression of that knowledge. Gesture provides a window onto evolving semantic representations and, therefore, can be 1 method of assessing what a child knows at a time when oral language skills are limited and are, perhaps, an unreliable indicator of what the child knows. Embodied knowledge may underlie the use of gesture. Clinical implications are discussed. Reprinted by permission of the publisher. pubtype: Academic Journal doctype: Article src: R language: English refInfo: copyright: @attributes: flag: N holdings: @attributes: islocal: N |
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