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Liebal K, Schneider C, Errson-Lembeck M. How primates acquire their gestures: evaluating current theories and evidence. Anim Cogn 2018; 22:473-486. [DOI: 10.1007/s10071-018-1187-x] [Citation(s) in RCA: 16] [Impact Index Per Article: 2.7] [Reference Citation Analysis] [Track Full Text] [Journal Information] [Subscribe] [Scholar Register] [Received: 03/06/2017] [Revised: 04/09/2018] [Accepted: 04/30/2018] [Indexed: 10/17/2022]
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Worsley HK, O'Hara SJ. Cross-species referential signalling events in domestic dogs (Canis familiaris). Anim Cogn 2018; 21:457-465. [PMID: 29713846 PMCID: PMC6004278 DOI: 10.1007/s10071-018-1181-3] [Citation(s) in RCA: 13] [Impact Index Per Article: 2.2] [Reference Citation Analysis] [Abstract] [Key Words] [Track Full Text] [Download PDF] [Figures] [Journal Information] [Subscribe] [Scholar Register] [Received: 08/30/2017] [Revised: 04/16/2018] [Accepted: 04/18/2018] [Indexed: 12/29/2022]
Abstract
Referential gestures are used by a signaller to draw a recipient’s attention to a specific object, individual or event in the environment. These gestures have received much research attention in relation to human and non-human primates with great apes being shown to possess impressive gestural repertoires. Domestic dogs (Canis familiaris) meanwhile provide an ideal non-primate candidate for investigating referential signalling due to their unique relationship with humans that centres on non-verbal communication with frequent interaction. Here we observed 37 pet dogs in their own homes. Owners recorded 242 videos containing 47 potential referential gesture events. We analysed those recordings to reveal evidence of 19 referential gestures performed by domestic dogs during everyday communicative bouts with humans, showing that the gestures conform to the five features of referential signalling. Our study exposes impressive gesturing abilities in a non-primate mammal; especially when viewed in the context of the cross-species rather than intraspecific communication.
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Affiliation(s)
- Hannah K Worsley
- University of Salford, School of Environment & Life Sciences, Peel Building, Salford, Greater Manchester, M5 4WT, UK.
| | - Sean J O'Hara
- University of Salford, School of Environment & Life Sciences, Peel Building, Salford, Greater Manchester, M5 4WT, UK
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53
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Abstract
Theory of Mind (ToM) refers to the ability to attribute mental states to self and others. It has been debated whether or not language capacity precedes ToM in development. Evidence from both neurological and developmental studies suggested that while linguistic capacity is important for ToM understanding, pragmatic component, which is a non-structural part of language, is more important for ToM. Moreover, given that pragmatic component of language is subserved by the right hemisphere of the brain, the evidence also indicates a significant overlap between the neural basis of ToM and that of pragmatic comprehension. The pragmatic theory of ToM, which I aim to revive in this review, firmly links pragmatics to ToM. It regards pragmatic aspects of language and ToM as extensively overlapping functions. I argue that research results from both developmental and neurological studies of ToM are beginning to converge to support this theory. Furthermore, I maintain that the pragmatic theory of ToM provides the best explanation for the seemingly incongruent results from recent child and infant studies on the developmental trajectory of ToM. Lastly, I will discuss whether this theory is in agreement with the domain-specific, the nativist framework, or neither.
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Affiliation(s)
- Chiyoko Kobayashi Frank
- School of Psychology, Fielding Graduate University, Santa Barbara, CA, USA.,Center for Cognition and Communication, New York, NY, USA
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54
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Ger E, Altınok N, Liszkowski U, Küntay AC. Development of Infant Pointing from 10 to 12 months: The Role of Relevant Caregiver Responsiveness. INFANCY 2018. [DOI: 10.1111/infa.12239] [Citation(s) in RCA: 9] [Impact Index Per Article: 1.5] [Reference Citation Analysis] [Track Full Text] [Journal Information] [Subscribe] [Scholar Register] [Indexed: 11/29/2022]
Affiliation(s)
- Ebru Ger
- Department of Psychology; Koç University
| | - Nazlı Altınok
- Department of Cognitive Science; Central European University
| | - Ulf Liszkowski
- Department of Developmental Psychology; University of Hamburg
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Children's Developing Ideas About Knowledge and Its Acquisition. ADVANCES IN CHILD DEVELOPMENT AND BEHAVIOR 2018; 54:123-151. [PMID: 29455861 DOI: 10.1016/bs.acdb.2017.10.005] [Citation(s) in RCA: 8] [Impact Index Per Article: 1.3] [Reference Citation Analysis] [Abstract] [Key Words] [Subscribe] [Scholar Register] [Indexed: 11/22/2022]
Abstract
We review key aspects of young children's concept of knowledge. First, we discuss children's early insights into the way that information can be communicated from informant to recipient as well as their active search for information via questions. We then analyze the way that preschool children talk explicitly and cogently about knowledge and the presuppositions they make in doing so. We argue that all children, irrespective of culture and language, eventually arrive at the same fundamental conception of knowledge in the preschool years. Nevertheless, despite the universality of this basic conception, young children are likely to show considerable variation in their pattern of information seeking, depending on the conversational practices of their family and culture.
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Cooperrider K, Slotta J, Núñez R. The Preference for Pointing With the Hand Is Not Universal. Cogn Sci 2018; 42:1375-1390. [PMID: 29349840 DOI: 10.1111/cogs.12585] [Citation(s) in RCA: 22] [Impact Index Per Article: 3.7] [Reference Citation Analysis] [Abstract] [Key Words] [Track Full Text] [Journal Information] [Subscribe] [Scholar Register] [Received: 01/26/2017] [Revised: 11/30/2017] [Accepted: 12/01/2017] [Indexed: 02/02/2023]
Abstract
Pointing is a cornerstone of human communication, but does it take the same form in all cultures? Manual pointing with the index finger appears to be used universally, and it is often assumed to be universally preferred over other forms. Non-manual pointing with the head and face has also been widely attested, but it is usually considered of marginal significance, both empirically and theoretically. Here, we challenge this assumed marginality. Using a novel communication task, we investigated pointing preferences in the Yupno of Papua New Guinea and in U.S. undergraduates. Speakers in both groups pointed at similar rates, but form preferences differed starkly: The Yupno participants used non-manual pointing (nose- and head-pointing) numerically more often than manual pointing, whereas the U.S. participants stuck unwaveringly to index-finger pointing. The findings raise questions about why groups differ in their pointing preferences and, more broadly, about why humans communicate in the ways they do.
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Affiliation(s)
| | - James Slotta
- Department of Anthropology, University of Texas at Austin
| | - Rafael Núñez
- Department of Cognitive Science, University of California, San Diego
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57
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Cook SW. Enhancing learning with hand gestures: Potential mechanisms. PSYCHOLOGY OF LEARNING AND MOTIVATION 2018. [DOI: 10.1016/bs.plm.2018.10.001] [Citation(s) in RCA: 8] [Impact Index Per Article: 1.3] [Reference Citation Analysis] [Track Full Text] [Subscribe] [Scholar Register] [Indexed: 11/29/2022]
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Ateş BŞ, Küntay AC. Referential interactions of Turkish-learning children with their caregivers about non-absent objects: integration of non-verbal devices and prior discourse. JOURNAL OF CHILD LANGUAGE 2018; 45:148-173. [PMID: 28606193 DOI: 10.1017/s0305000917000150] [Citation(s) in RCA: 5] [Impact Index Per Article: 0.8] [Reference Citation Analysis] [Abstract] [MESH Headings] [Track Full Text] [Subscribe] [Scholar Register] [Indexed: 06/07/2023]
Abstract
This paper examines the way children younger than two use non-verbal devices (i.e., deictic gestures and communicative functional acts) and pay attention to discourse status (i.e., prior mention vs. newness) of referents in interactions with caregivers. Data based on semi-naturalistic interactions with caregivers of four children, at ages 1;00, 1;05, and 1;09, are analyzed. We report that children employ different types of non-verbal devices to supplement their inadequate referential forms before gaining mastery in language. By age 1;09, children show sensitivity to discourse status by using deictic gestures to accompany their non-lexical forms for new referents. A comparison of children's patterns with those in the input they receive reveals that caregivers choose their referential forms in accordance with discourse status information and tend to use different types of non-verbal devices to accompany their lexical and non-lexical referential forms. These results show that non-verbal devices play an important role in early referential discourse.
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Affiliation(s)
- Beyza Ş Ateş
- Department of Psychology,School of Social Sciences and Humanities,Koç University,İstanbul
| | - Aylin C Küntay
- Department of Psychology,School of Social Sciences and Humanities,Koç University,İstanbul
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Abstract
AbstractNewborns are born into a social environment that dynamically responds to them. Newborn behaviors may not have explicit social intentions but will nonetheless affect the environment. Parents contingently respond to their child, enabling newborns to learn about the consequences of their behaviors and encouraging the behavior itself. Consequently, newborn behaviors may serve both biological and social-cognitive purposes during development.
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Cultural diversification of communicative gestures through early childhood: A comparison of children in English-, German-, and Chinese- speaking families. Infant Behav Dev 2017; 50:328-339. [PMID: 29153739 DOI: 10.1016/j.infbeh.2017.10.003] [Citation(s) in RCA: 6] [Impact Index Per Article: 0.9] [Reference Citation Analysis] [Abstract] [Key Words] [Track Full Text] [Journal Information] [Subscribe] [Scholar Register] [Received: 05/23/2017] [Revised: 09/11/2017] [Accepted: 10/17/2017] [Indexed: 11/20/2022]
Abstract
Previous literature has demonstrated cultural differences in young children's use of communicative gestures, but the results were mixed depending on which gestures were measured and what age of children were involved. This study included variety of different types of gestures and examined whether children's use of communicative gestures varies by their cultural backgrounds and ages. 714 parents of children (6-36 months old) from U.S.A. English-, German-, and Taiwan Chinese- speaking countries completed the questionnaire on their children's use of each gesture described in the survey. We used logistic regressions to examine the effect of children's culture and age, and the interaction effect (culture×age). Children were more likely to use all gestures except reaching, showing, and smacking lips for "yum, yum" as their age increases. In addition, there were gestures that showed significantly different probabilities across children's cultural backgrounds. A significant interaction effect was shown for five gestures: reaching, showing, pointing, arms up to be picked up, and "quiet" gesture. Results suggest that the influence of culture on young children's communication emerges from infancy.
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Lüke C, Ritterfeld U, Grimminger A, Liszkowski U, Rohlfing KJ. Development of Pointing Gestures in Children With Typical and Delayed Language Acquisition. JOURNAL OF SPEECH, LANGUAGE, AND HEARING RESEARCH : JSLHR 2017; 60:3185-3197. [PMID: 29114775 DOI: 10.1044/2017_jslhr-l-16-0129] [Citation(s) in RCA: 13] [Impact Index Per Article: 1.9] [Reference Citation Analysis] [Abstract] [MESH Headings] [Track Full Text] [Subscribe] [Scholar Register] [Received: 04/01/2016] [Accepted: 04/27/2017] [Indexed: 06/07/2023]
Abstract
PURPOSE This longitudinal study compared the development of hand and index-finger pointing in children with typical language development (TD) and children with language delay (LD). First, we examined whether the number and the form of pointing gestures during the second year of life are potential indicators of later LD. Second, we analyzed the influence of caregivers' gestural and verbal input on children's communicative development. METHOD Thirty children with TD and 10 children with LD were observed together with their primary caregivers in a seminatural setting in 5 sessions between the ages of 12 and 21 months. Language skills were assessed at 24 months. RESULTS Compared with children with TD, children with LD used fewer index-finger points at 12 and 14 months but more pointing gestures in total at 21 months. There were no significant differences in verbal or gestural input between caregivers of children with or without LD. CONCLUSIONS Using more index-finger points at the beginning of the second year of life is associated with TD, whereas using more pointing gestures at the end of the second year of life is associated with delayed acquisition. Neither the verbal nor gestural input of caregivers accounted for differences in children's skills.
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62
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Harris PL, Bartz DT, Rowe ML. Young children communicate their ignorance and ask questions. Proc Natl Acad Sci U S A 2017; 114:7884-7891. [PMID: 28739959 PMCID: PMC5544273 DOI: 10.1073/pnas.1620745114] [Citation(s) in RCA: 25] [Impact Index Per Article: 3.6] [Reference Citation Analysis] [Abstract] [Key Words] [Grants] [Track Full Text] [Journal Information] [Subscribe] [Scholar Register] [Indexed: 11/18/2022] Open
Abstract
Children acquire information, especially about the culture in which they are being raised, by listening to other people. Recent evidence has shown that young children are selective learners who preferentially accept information, especially from informants who are likely to be representative of the surrounding culture. However, the extent to which children understand this process of information transmission and actively exploit it to fill gaps in their knowledge has not been systematically investigated. We review evidence that toddlers exhibit various expressive behaviors when faced with knowledge gaps. They look toward an available adult, convey ignorance via nonverbal gestures (flips/shrugs), and increasingly produce verbal acknowledgments of ignorance ("I don't know"). They also produce comments and questions about what their interlocutors might know and adopt an interrogative stance toward them. Thus, in the second and third years, children actively seek information from interlocutors via nonverbal gestures or verbal questions and display a heightened tendency to encode and retain such sought-after information.
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Affiliation(s)
- Paul L Harris
- Graduate School of Education, Harvard University, Cambridge, MA 02138
| | - Deborah T Bartz
- Graduate School of Education, Harvard University, Cambridge, MA 02138
| | - Meredith L Rowe
- Graduate School of Education, Harvard University, Cambridge, MA 02138
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63
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Urbain-Gauthier N, Wendland J. Mother-child interactions in young children with excessive physical aggression and in typically developing young children. Clin Child Psychol Psychiatry 2017; 22:467-482. [PMID: 28395529 DOI: 10.1177/1359104517698009] [Citation(s) in RCA: 4] [Impact Index Per Article: 0.6] [Reference Citation Analysis] [Abstract] [Key Words] [Track Full Text] [Journal Information] [Submit a Manuscript] [Subscribe] [Scholar Register] [Indexed: 11/17/2022]
Abstract
BACKGROUND Among the multiple risk factors, the emergence of conduct problems in young children may be linked to harsh parenting and child's temperamental difficulties, leading to a reciprocal early discordant relationship. Little is known about the characteristics of early parent-child interactions in young children with physical aggression. OBJECTIVE The purpose of the current study was to evaluate the characteristics of mother-child interactions in dyads referred for excessive physical aggression in young children under 5 years of age compared to mother-child interactions in typically developing young children. METHOD Mother-child interactions were assessed during a free-play session in both a clinical sample ( N = 70, child mean age = 3.5 years) and a nonclinical sample ( N = 80, child mean age = 3.5 years) by using the Rating Scale of Interaction Style (Clark and Seifer, adapted by Molitor and Mayes). RESULTS Significant differences were found between several interactive features in clinical and nonclinical dyads. In clinical dyads, mothers' behaviors were often characterized by intrusiveness and criticism toward children, and poor facilitative positioning. Children with excessive aggressive behavior often displayed poor communication, initiation of bids, and poor responsiveness toward the mother. They displayed fewer sustained bouts of play than typically developing children did. In clinical dyads, strong positive correlations were found between child responsiveness and maternal interest in engagement ( r = .41, p < .001), while the child displaying sustained bouts of play was negatively correlated with the mother's attempts to intrude on the child's activity ( r = .64, p < .05). CONCLUSIONS These data show that children with excessive aggressive behavior develop disrupted mother-infant interactions from a very young age. Several negative interactive features and correlations between child behavior and maternal behavior were found in clinical samples. The effects of these features add up and probably strengthen each other, thus leading to interactive difficulties from a very young age. More attention should be paid to early parent-child interactions in case of child behavioral problems. The recognition of these interactive dysfunctions is discussed in terms of clinical implications for therapeutic interventions.
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Affiliation(s)
- Nadine Urbain-Gauthier
- Laboratoire de Psychopathologie et Processus de Santé, Institut de Psychologie, Paris Descartes University, France
| | - Jaqueline Wendland
- Laboratoire de Psychopathologie et Processus de Santé, Institut de Psychologie, Paris Descartes University, France
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64
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Kishimoto T. Cross-sectional and longitudinal observations of pointing gestures by infants and their caregivers in Japan. COGNITIVE DEVELOPMENT 2017. [DOI: 10.1016/j.cogdev.2017.06.001] [Citation(s) in RCA: 3] [Impact Index Per Article: 0.4] [Reference Citation Analysis] [Track Full Text] [Journal Information] [Subscribe] [Scholar Register] [Indexed: 10/19/2022]
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65
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Cartwright E, Clegg AL. Peaches for Lunch: Creating and Using Visual Variables. Med Anthropol 2017; 36:519-532. [PMID: 28448161 DOI: 10.1080/01459740.2017.1321643] [Citation(s) in RCA: 0] [Impact Index Per Article: 0] [Reference Citation Analysis] [Abstract] [Key Words] [Track Full Text] [Journal Information] [Subscribe] [Scholar Register] [Indexed: 10/19/2022]
Abstract
In this article, I describe the process of systematically including nonverbal data in medical anthropology research. I demonstrate the process of visualizing and coding videotaped moments of life and show how we can analyze what is being done along with what is being said. I ground my discussion in toddler language socialization and then expand my observations to the realm of language pathologies. Aphasia from strokes, speech difficulties in neurologically based illnesses like Lou Gehrig's disease, and the variety of communication challenges that face those on the autism spectrum can all be studied in interesting ways by including precise descriptions of nonverbal actions. I discuss the process of recording and coding the data with the software Observer XT 11.5 by Noldus. This method of collecting and analyzing video data can be used for many anthropological questions, in addition to those concerned with communication.
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Affiliation(s)
| | - Adam LaVar Clegg
- a Department of Anthropology , Idaho State University , Pocatello , Idaho , USA
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66
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Maternal postpartum depressive symptoms predict delay in non-verbal communication in 14-month-old infants. Infant Behav Dev 2016; 46:33-45. [PMID: 27870989 DOI: 10.1016/j.infbeh.2016.11.006] [Citation(s) in RCA: 18] [Impact Index Per Article: 2.3] [Reference Citation Analysis] [Abstract] [Key Words] [Track Full Text] [Journal Information] [Subscribe] [Scholar Register] [Received: 07/06/2016] [Revised: 11/05/2016] [Accepted: 11/05/2016] [Indexed: 11/21/2022]
Abstract
We investigated the potential relationship between maternal depressive symptoms during the postpartum period and non-verbal communication skills of infants at 14 months of age in a birth cohort study of 951 infants and assessed what factors may influence this association. Maternal depressive symptoms were measured using the Edinburgh Postnatal Depression Scale, and non-verbal communication skills were measured using the MacArthur-Bates Communicative Development Inventories, which include Early Gestures and Later Gestures domains. Infants whose mothers had a high level of depressive symptoms (13+ points) during both the first month postpartum and at 10 weeks were approximately 0.5 standard deviations below normal in Early Gestures scores and 0.5-0.7 standard deviations below normal in Later Gestures scores. These associations were independent of potential explanations, such as maternal depression/anxiety prior to birth, breastfeeding practices, and recent depressive symptoms among mothers. These findings indicate that infants whose mothers have postpartum depressive symptoms may be at increased risk of experiencing delay in non-verbal development.
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68
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Gaskins S. The Cultural Organization of Young Children's Everyday Learning. MINNESOTA SYMPOSIA ON CHILD PSYCHOLOGY 2016. [DOI: 10.1002/9781119301981.ch6] [Citation(s) in RCA: 0] [Impact Index Per Article: 0] [Reference Citation Analysis] [Track Full Text] [Journal Information] [Subscribe] [Scholar Register] [Indexed: 11/11/2022]
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69
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Lüke C, Grimminger A, Rohlfing KJ, Liszkowski U, Ritterfeld U. In Infants' Hands: Identification of Preverbal Infants at Risk for Primary Language Delay. Child Dev 2016; 88:484-492. [DOI: 10.1111/cdev.12610] [Citation(s) in RCA: 52] [Impact Index Per Article: 6.5] [Reference Citation Analysis] [Track Full Text] [Journal Information] [Subscribe] [Scholar Register] [Indexed: 11/28/2022]
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70
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Ramenzoni VC, Liszkowski U. The Social Reach. Psychol Sci 2016; 27:1278-85. [DOI: 10.1177/0956797616659938] [Citation(s) in RCA: 28] [Impact Index Per Article: 3.5] [Reference Citation Analysis] [Track Full Text] [Journal Information] [Subscribe] [Scholar Register] [Received: 01/05/2016] [Accepted: 06/27/2016] [Indexed: 11/15/2022] Open
Affiliation(s)
- Verónica C. Ramenzoni
- Max Planck Institute for Psycholinguistics, Nijmegen, The Netherlands
- National Scientific and Technical Research Council, Buenos Aires, Argentina
| | - Ulf Liszkowski
- Max Planck Institute for Psycholinguistics, Nijmegen, The Netherlands
- Department of Developmental Psychology, University of Hamburg
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71
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Boundy L, Cameron-Faulkner T, Theakston A. Exploring early communicative behaviours: A fine-grained analysis of infant shows and gives. Infant Behav Dev 2016; 44:86-97. [DOI: 10.1016/j.infbeh.2016.06.005] [Citation(s) in RCA: 41] [Impact Index Per Article: 5.1] [Reference Citation Analysis] [Track Full Text] [Journal Information] [Subscribe] [Scholar Register] [Received: 11/17/2015] [Revised: 06/06/2016] [Accepted: 06/06/2016] [Indexed: 11/16/2022]
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Cochet H, Byrne RW. Communication in the second and third year of life: Relationships between nonverbal social skills and language. Infant Behav Dev 2016; 44:189-98. [PMID: 27450099 DOI: 10.1016/j.infbeh.2016.07.003] [Citation(s) in RCA: 26] [Impact Index Per Article: 3.3] [Reference Citation Analysis] [Abstract] [Key Words] [Track Full Text] [Journal Information] [Subscribe] [Scholar Register] [Received: 06/24/2015] [Revised: 02/23/2016] [Accepted: 07/07/2016] [Indexed: 11/30/2022]
Abstract
We aimed to investigate developmental continuities between a range of early social and communicative abilities (including gestural communication) and language acquisition in children aged between 11 and 41 months. Initiation of joint attention and imitation were strongly correlated to language comprehension and production. Moreover, the analysis of different communicative gestures revealed significant relationships between language development and the production of symbolic gestures, declarative pointing (declarative informative pointing in particular), and head nodding. Other gestures such as imperative pointing, showing, and head shaking were not found to correlate with language level. Our results also suggest that distinct processes are involved in the development of language comprehension and production, and highlight the importance of considering various characteristics of children's early communicative skills.
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Affiliation(s)
- Hélène Cochet
- CLLE, Toulouse University, CNRS, UT2J, 5 Allées Antonio Machado, 31058 Toulouse Cedex 9, France.
| | - Richard W Byrne
- School of Psychology & Neuroscience, Centre for Social Learning & Cognitive Evolution, St Andrews, United Kingdom.
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73
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Wang W, Vallotton C. Cultural transmission through infant signs: Objects and actions in U.S. and Taiwan. Infant Behav Dev 2016; 44:98-109. [PMID: 27343460 DOI: 10.1016/j.infbeh.2016.06.003] [Citation(s) in RCA: 2] [Impact Index Per Article: 0.3] [Reference Citation Analysis] [Abstract] [Key Words] [Track Full Text] [Journal Information] [Subscribe] [Scholar Register] [Received: 09/15/2015] [Revised: 05/23/2016] [Accepted: 06/03/2016] [Indexed: 11/28/2022]
Abstract
Infant signs are intentionally taught/learned symbolic gestures which can be used to represent objects, actions, requests, and mental state. Through infant signs, parents and infants begin to communicate specific concepts earlier than children's first spoken language. This study examines whether cultural differences in language are reflected in children's and parents' use of infant signs. Parents speaking East Asian languages with their children utilize verbs more often than do English-speaking mothers; and compared to their English-learning peers, Chinese children are more likely to learn verbs as they first acquire spoken words. By comparing parents' and infants' use of infant signs in the U.S. and Taiwan, we investigate cultural differences of noun/object versus verb/action bias before children's first language. Parents reported their own and their children's use of first infant signs retrospectively. Results show that cultural differences in parents' and children's infant sign use were consistent with research on early words, reflecting cultural differences in communication functions (referential versus regulatory) and child-rearing goals (independent versus interdependent). The current study provides evidence that intergenerational transmission of culture through symbols begins prior to oral language.
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Affiliation(s)
- Wen Wang
- Human Development and Family Studies, Michigan State University, 2G Human Ecology, 552 West Circle Drive, East Lansing, MI 48824, United States.
| | - Claire Vallotton
- Human Development and Family Studies, Michigan State University, 2G Human Ecology, 552 West Circle Drive, East Lansing, MI 48824, United States.
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75
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Bohn M, Call J, Tomasello M. Communication about absent entities in great apes and human infants. Cognition 2015; 145:63-72. [DOI: 10.1016/j.cognition.2015.08.009] [Citation(s) in RCA: 18] [Impact Index Per Article: 2.0] [Reference Citation Analysis] [Track Full Text] [Journal Information] [Subscribe] [Scholar Register] [Received: 12/18/2014] [Revised: 08/20/2015] [Accepted: 08/24/2015] [Indexed: 10/23/2022]
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76
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Abner N, Cooperrider K, Goldin-Meadow S. Gesture for Linguists: A Handy Primer. LANGUAGE AND LINGUISTICS COMPASS 2015; 9:437-451. [PMID: 26807141 PMCID: PMC4721265 DOI: 10.1111/lnc3.12168] [Citation(s) in RCA: 6] [Impact Index Per Article: 0.7] [Reference Citation Analysis] [Abstract] [Grants] [Track Full Text] [Subscribe] [Scholar Register] [Indexed: 06/05/2023]
Abstract
Humans communicate using language, but they also communicate using gesture - spontaneous movements of the hands and body that universally accompany speech. Gestures can be distinguished from other movements, segmented, and assigned meaning based on their forms and functions. Moreover, gestures systematically integrate with language at all levels of linguistic structure, as evidenced in both production and perception. Viewed typologically, gesture is universal, but nevertheless exhibits constrained variation across language communities (as does language itself ). Finally, gesture has rich cognitive dimensions in addition to its communicative dimensions. In overviewing these and other topics, we show that the study of language is incomplete without the study of its communicative partner, gesture.
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77
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McCune L, Zlatev J. Dynamic systems in semiotic development: The transition to reference. COGNITIVE DEVELOPMENT 2015. [DOI: 10.1016/j.cogdev.2015.09.010] [Citation(s) in RCA: 7] [Impact Index Per Article: 0.8] [Reference Citation Analysis] [Track Full Text] [Journal Information] [Subscribe] [Scholar Register] [Indexed: 10/22/2022]
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78
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Ginns P, Hu FT, Byrne E, Bobis J. Learning By Tracing Worked Examples. APPLIED COGNITIVE PSYCHOLOGY 2015. [DOI: 10.1002/acp.3171] [Citation(s) in RCA: 31] [Impact Index Per Article: 3.4] [Reference Citation Analysis] [Track Full Text] [Journal Information] [Subscribe] [Scholar Register] [Indexed: 11/05/2022]
Affiliation(s)
- Paul Ginns
- Faculty of Education and Social Work; University of Sydney; Sydney NSW Australia
| | - Fang-Tzu Hu
- Faculty of Education and Social Work; University of Sydney; Sydney NSW Australia
| | - Erin Byrne
- Faculty of Education and Social Work; University of Sydney; Sydney NSW Australia
| | - Janette Bobis
- Faculty of Education and Social Work; University of Sydney; Sydney NSW Australia
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79
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Talbott MR, Nelson CA, Tager-Flusberg H. Maternal gesture use and language development in infant siblings of children with autism spectrum disorder. J Autism Dev Disord 2015; 45:4-14. [PMID: 23585026 DOI: 10.1007/s10803-013-1820-0] [Citation(s) in RCA: 53] [Impact Index Per Article: 5.9] [Reference Citation Analysis] [Abstract] [Track Full Text] [Journal Information] [Subscribe] [Scholar Register] [Indexed: 10/27/2022]
Abstract
Impairments in language and communication are an early-appearing feature of autism spectrum disorders (ASD), with delays in language and gesture evident as early as the first year of life. Research with typically developing populations highlights the importance of both infant and maternal gesture use in infants' early language development. The current study explores the gesture production of infants at risk for autism and their mothers at 12 months of age, and the association between these early maternal and infant gestures and between these early gestures and infants' language at 18 months. Gestures were scored from both a caregiver-infant interaction (both infants and mothers) and from a semi-structured task (infants only). Mothers of non-diagnosed high risk infant siblings gestured more frequently than mothers of low risk infants. Infant and maternal gesture use at 12 months was associated with infants' language scores at 18 months in both low risk and non-diagnosed high risk infants. These results demonstrate the impact of risk status on maternal behavior and the importance of considering the role of social and contextual factors on the language development of infants at risk for autism. Results from the subset of infants who meet preliminary criteria for ASD are also discussed.
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Affiliation(s)
- Meagan R Talbott
- Department of Psychology, Boston University, 64 Cummington St., Boston, MA, 02215, USA,
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81
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Giving Learning a Helping Hand: Finger Tracing of Temperature Graphs on an iPad. EDUCATIONAL PSYCHOLOGY REVIEW 2015. [DOI: 10.1007/s10648-015-9315-5] [Citation(s) in RCA: 44] [Impact Index Per Article: 4.9] [Reference Citation Analysis] [Track Full Text] [Journal Information] [Subscribe] [Scholar Register] [Indexed: 11/26/2022]
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82
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Dimitrova N, Moro C, Mohr C. Caregivers interpret infants' early gestures based on shared knowledge about referents. Infant Behav Dev 2015; 39:98-106. [PMID: 25827260 DOI: 10.1016/j.infbeh.2015.02.015] [Citation(s) in RCA: 12] [Impact Index Per Article: 1.3] [Reference Citation Analysis] [Abstract] [Key Words] [Track Full Text] [Journal Information] [Subscribe] [Scholar Register] [Received: 09/10/2014] [Revised: 01/20/2015] [Accepted: 02/10/2015] [Indexed: 11/25/2022]
Abstract
Gestures are the first forms of conventional communication that young children develop in order to intentionally convey a specific message. However, at first, infants rarely communicate successfully with their gestures, prompting caregivers to interpret them. Although the role of caregivers in early communication development has been examined, little is known about how caregivers attribute a specific communicative function to infants' gestures. In this study, we argue that caregivers rely on the knowledge about the referent that is shared with infants in order to interpret what communicative function infants wish to convey with their gestures. We videotaped interactions from six caregiver-infant dyads playing with toys when infants were 8, 10, 12, 14, and 16 months old. We coded infants' gesture production and we determined whether caregivers interpreted those gestures as conveying a clear communicative function or not; we also coded whether infants used objects according to their conventions of use as a measure of shared knowledge about the referent. Results revealed an association between infants' increasing knowledge of object use and maternal interpretations of infants' gestures as conveying a clear communicative function. Our findings emphasize the importance of shared knowledge in shaping infants' emergent communicative skills.
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83
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de Vos C. The Kata Kolok Pointing System: Morphemization and Syntactic Integration. Top Cogn Sci 2014; 7:150-68. [DOI: 10.1111/tops.12124] [Citation(s) in RCA: 12] [Impact Index Per Article: 1.2] [Reference Citation Analysis] [Track Full Text] [Journal Information] [Subscribe] [Scholar Register] [Received: 02/28/2013] [Revised: 06/20/2014] [Accepted: 08/08/2014] [Indexed: 11/30/2022]
Affiliation(s)
- Connie de Vos
- Language & Cognition Department; Max Planck Institute for Psycholinguistics
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84
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Harris PL, Lane JD. Infants Understand How Testimony Works. TOPOI : AN INTERNATIONAL REVIEW OF PHILOSOPHY 2014; 33:443-458. [PMID: 35874967 PMCID: PMC9306287 DOI: 10.1007/s11245-013-9180-0] [Citation(s) in RCA: 37] [Impact Index Per Article: 3.7] [Reference Citation Analysis] [Abstract] [Key Words] [Grants] [Track Full Text] [Subscribe] [Scholar Register] [Indexed: 06/13/2023]
Abstract
Children learn about the world from the testimony of other people, often coming to accept what they are told about a variety of unobservable and indeed counterintuitive phenomena. However, research on children's learning from testimony has paid limited attention to the foundations of that capacity. We ask whether those foundations can be observed in infancy. We review evidence from two areas of research: infants' sensitivity to the emotional expressions of other people; and their capacity to understand the exchange of information through non-verbal gestures and vocalization. We conclude that a grasp of the bi-directional exchange of information is present early in the second year. We discuss the implications for future research, especially across different cultural settings.
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85
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Abstract
One reason for the apparent gulf between animal and human communication systems is that the focus has been on the presence or the absence of language as a complex expressive system built on speech. But language normally occurs embedded within an interactional exchange of multi-modal signals. If this larger perspective takes central focus, then it becomes apparent that human communication has a layered structure, where the layers may be plausibly assigned different phylogenetic and evolutionary origins--especially in the light of recent thoughts on the emergence of voluntary breathing and spoken language. This perspective helps us to appreciate the different roles that the different modalities play in human communication, as well as how they function as one integrated system despite their different roles and origins. It also offers possibilities for reconciling the 'gesture-first hypothesis' with that of gesture and speech having evolved together, hand in hand--or hand in mouth, rather--as one system.
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Affiliation(s)
- Stephen C Levinson
- Language and Cognition Department, Max Planck Institute for Psycholinguistics, Wundtlaan 1, 6525XD Nijmegen, The Netherlands Linguistics Department, Radboud University Nijmegen, The Netherlands
| | - Judith Holler
- Language and Cognition Department, Max Planck Institute for Psycholinguistics, Wundtlaan 1, 6525XD Nijmegen, The Netherlands
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86
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Abstract
The well-respected tradition of research on concepts uses cross-cultural comparisons to explore which aspects of conceptual behavior are universal versus culturally variable. This work continues, but it is being supplemented by intensified efforts to study how conceptual systems and cultural systems interact to modify and support each other. For example, cultural studies within the framework of domain specificity (e.g., folkphysics, folkpsychology, folkbiology) are beginning to query the domains themselves and offer alternative organizing principles (e.g., folksociology, folkecology). Findings highlight the multifaceted nature of both concepts and culture: Individuals adopt distinct conceptual construals in accordance with culturally infused systems such as language and discourse, knowledge and beliefs, and epistemological orientations. This picture complicates questions about cognitive universality or variability, suggesting that researchers may productively adopt a systems-level approach to conceptual organization and cultural epistemologies. Related implications for diversity in cognitive science are discussed.
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Affiliation(s)
- Bethany l ojalehto
- Psychology Department, Northwestern University, Evanston, Illinois 60208; ,
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87
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Kraljević JK, Cepanec M, Šimleša S. Gestural development and its relation to a child's early vocabulary. Infant Behav Dev 2014; 37:192-202. [DOI: 10.1016/j.infbeh.2014.01.004] [Citation(s) in RCA: 11] [Impact Index Per Article: 1.1] [Reference Citation Analysis] [Track Full Text] [Journal Information] [Subscribe] [Scholar Register] [Received: 08/25/2013] [Revised: 12/09/2013] [Accepted: 01/24/2014] [Indexed: 11/26/2022]
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88
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Pouw WTJL, de Nooijer JA, van Gog T, Zwaan RA, Paas F. Toward a more embedded/extended perspective on the cognitive function of gestures. Front Psychol 2014; 5:359. [PMID: 24795687 PMCID: PMC4006024 DOI: 10.3389/fpsyg.2014.00359] [Citation(s) in RCA: 57] [Impact Index Per Article: 5.7] [Reference Citation Analysis] [Abstract] [Key Words] [Track Full Text] [Download PDF] [Journal Information] [Subscribe] [Scholar Register] [Received: 01/30/2014] [Accepted: 04/06/2014] [Indexed: 11/30/2022] Open
Abstract
Gestures are often considered to be demonstrative of the embodied nature of the mind (Hostetter and Alibali, 2008). In this article, we review current theories and research targeted at the intra-cognitive role of gestures. We ask the question how can gestures support internal cognitive processes of the gesturer? We suggest that extant theories are in a sense disembodied, because they focus solely on embodiment in terms of the sensorimotor neural precursors of gestures. As a result, current theories on the intra-cognitive role of gestures are lacking in explanatory scope to address how gestures-as-bodily-acts fulfill a cognitive function. On the basis of recent theoretical appeals that focus on the possibly embedded/extended cognitive role of gestures (Clark, 2013), we suggest that gestures are external physical tools of the cognitive system that replace and support otherwise solely internal cognitive processes. That is gestures provide the cognitive system with a stable external physical and visual presence that can provide means to think with. We show that there is a considerable amount of overlap between the way the human cognitive system has been found to use its environment, and how gestures are used during cognitive processes. Lastly, we provide several suggestions of how to investigate the embedded/extended perspective of the cognitive function of gestures.
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Affiliation(s)
- Wim T J L Pouw
- Department of Social Sciences, Institute of Psychology, Erasmus University Rotterdam Rotterdam, South Holland, Netherlands
| | - Jacqueline A de Nooijer
- Department of Social Sciences, Institute of Psychology, Erasmus University Rotterdam Rotterdam, South Holland, Netherlands
| | - Tamara van Gog
- Department of Social Sciences, Institute of Psychology, Erasmus University Rotterdam Rotterdam, South Holland, Netherlands
| | - Rolf A Zwaan
- Department of Social Sciences, Institute of Psychology, Erasmus University Rotterdam Rotterdam, South Holland, Netherlands
| | - Fred Paas
- Department of Social Sciences, Institute of Psychology, Erasmus University Rotterdam Rotterdam, South Holland, Netherlands ; Early Start Research Institute, University of Wollongong Wollongong, NSW, Australia
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89
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Cuccio V, Carapezza M. Is displacement possible without language? Evidence from preverbal infants and chimpanzees. PHILOSOPHICAL PSYCHOLOGY 2013. [DOI: 10.1080/09515089.2013.829648] [Citation(s) in RCA: 2] [Impact Index Per Article: 0.2] [Reference Citation Analysis] [Track Full Text] [Journal Information] [Submit a Manuscript] [Subscribe] [Scholar Register] [Indexed: 10/26/2022]
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90
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Vail AL, Manica A, Bshary R. Referential gestures in fish collaborative hunting. Nat Commun 2013; 4:1765. [DOI: 10.1038/ncomms2781] [Citation(s) in RCA: 107] [Impact Index Per Article: 9.7] [Reference Citation Analysis] [Track Full Text] [Journal Information] [Subscribe] [Scholar Register] [Received: 07/27/2012] [Accepted: 03/21/2013] [Indexed: 11/10/2022] Open
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91
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Lieven E, Stoll S. Early Communicative Development in Two Cultures: A Comparison of the Communicative Environments of Children from Two Cultures. Hum Dev 2013. [DOI: 10.1159/000351073] [Citation(s) in RCA: 50] [Impact Index Per Article: 4.5] [Reference Citation Analysis] [Track Full Text] [Journal Information] [Subscribe] [Scholar Register] [Indexed: 11/19/2022]
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92
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Salomo D, Liszkowski U. Sociocultural settings influence the emergence of prelinguistic deictic gestures. Child Dev 2012; 84:1296-307. [PMID: 23252681 DOI: 10.1111/cdev.12026] [Citation(s) in RCA: 66] [Impact Index Per Article: 5.5] [Reference Citation Analysis] [Abstract] [Track Full Text] [Journal Information] [Subscribe] [Scholar Register] [Indexed: 12/01/2022]
Abstract
Daily activities of forty-eight 8- to 15-month-olds and their interlocutors were observed to test for the presence and frequency of triadic joint actions and deictic gestures across three different cultures: Yucatec-Mayans (Mexico), Dutch (Netherlands), and Shanghai-Chinese (China). The amount of joint action and deictic gestures to which infants were exposed differed systematically across settings, allowing testing for the role of social-interactional input in the ontogeny of prelinguistic gestures. Infants gestured more and at an earlier age depending on the amount of joint action and gestures infants were exposed to, revealing early prelinguistic sociocultural differences. The study shows that the emergence of basic prelinguistic gestures is socially mediated, suggesting that others' actions structure the ontogeny of human communication from early on.
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Affiliation(s)
- Dorothe Salomo
- Max-Planck-Research Group Communication before Language, Max-Planck-Institute for Psycholinguistics, Gelderland,The Netherlands
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