Gesture and Multimodal Development
We gesture while we talk and children use gestures prior to words to communicate during the first year. Later, as words become the preferred form of communication, children continue to gesture to reinforce or extend the spoken messages or even to replace them. This volume, originally published as a Special Issue of Gesture 10:2/3 (2010), brings together studies from language acquisition and developmental psychology. It provides a review of common theoretical, methodological and empirical themes, and the contributions address topics such as gesture use in prelinguistic infants with a special and new focus on pointing, the relationship between gestures and lexical development in typically developing and deaf children and even how gesture can help to learn mathematics. All in all, it brings additional evidence on how gestures are related to language, communication and mind development.
[Benjamins Current Topics, 39] 2012. xii, 223 pp.
Publishing status: Available
© John Benjamins Publishing Company
Table of Contents
| pp. vii–x
About the authors
Gesture and multimodal developmentMichèle Guidetti and Jean-Marc Colletta | pp. 1–6
Pointing gesture in young children: Hand preference and language developmentHélène Cochet and Jacques Vauclair | pp. 7–26
Support or competition? Dynamic development of the relationship between manual pointing and symbolic gestures from 6 to 18 months of ageClaire D. Vallotton | pp. 27–48
From gesture to sign and from gesture to word: Pointing in deaf and hearing childrenAliyah Morgenstern, Stéphanie Caët, Marie Collombel-Leroy, Fanny Limousin and Marion Blondel | pp. 49–78
How the hands control attention during early word learningNancy de Villiers Rader and Patricia Zukow-Goldring | pp. 79–98
Infant movement as a window into language processingLaurel Fais, Julia Leibowich, Ladan Hamadani and Lana Ohira | pp. 99–127
Children’s lexical skills and task demands affect gestural behavior in mothers of late-talking children and children with typical language developmentAngela Grimminger, Katharina Rohlfing and Prisca Stenneken | pp. 129–155
The type of shared activity shapes caregiver and infant communicationDaniel Puccini, Mireille Hassemer, Dorothé Salomo and Ulf Liszkowski | pp. 157–174
Transcribing and annotating multimodality: How deaf children’s productions call into the question the analytical toolsAgnès Millet and Isabelle Estève | pp. 175–197
Mathematical learning and gesture: Character viewpoint and observer viewpoint in students’ gestured graphs of functionsSusan Gerofsky | pp. 199–220
| pp. 221–223
“This collection of papers presents a wonderful and vast overview of contemporary research on gesture and multimodal development, representing multiple theoretical and applied perspectives. [...] It constitutes a major contribution not only to the study of gestural and multimodal development, but also to the understanding of cognitive and communicative development in a more broad sense.”
Olga Capirci, Head of “Gesture, Language and Developmental Disorders” Unit, ISTC – CNR, Rome, Italy
“Looking at a variety of languages, input conditions, and contexts of language use, these researchers demonstrate how language development is necessarily embodied and multimodal. These studies present exciting new insights into the dynamic relationships that are necessary for language development.”
Elena Nicoladis, University of Alberta, Canada
“All of the articles in the book provide valuable insights into different aspects of the role of gesture and multimodality in children’s communicative and cognitive development. The book as a whole reflects the state of the art in this field of research and constitutes one among relatively few anthologies on this topic (e.g. Guidetti & Nicoladis, 2008; Gullberg & de Bot, 2010; Iverson & Goldin-Meadow, 1998; Volterra & Erting,1990), which is valuable in itself.
Mats Andrén, Lund University, in First Language Vol. 34:3 (2014), pp. 1-3
Cited by 2 other publications
Capobianco, Micaela, Elena Antinoro Pizzuto & Antonella Devescovi
Huang, Ying, Miranda Kit-Yi Wong, Wan-Yi Lam, Chun-Ho Cheng & Wing-Chee So
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Subjects & Metadata
BIC Subject: CFDC – Language acquisition
BISAC Subject: LAN009000 – LANGUAGE ARTS & DISCIPLINES / Linguistics / General