In this paper, we explore the issue of (dis)continuity between gestures and signs and gestures and words by comparing three longitudinal follow-ups of a hearing monolingual French speaking child, a deaf signing child (LSF), and a hearing bilingual (French-LSF) child. Our study indicates that the development of the same manual form (the index finger point) is influenced by the input children receive in the modalities they have at their disposal. Interestingly, the bilingual (French-LSF) child presents an intermediate profile as far as the number of points she uses is concerned. Our analyses do not enable us to differentiate pointing “gestures” from pointing used as a linguistic sign since we could observe no systematic formal distinction. But our study suggests that pointing facilitates the three children’s entry into syntax: pointing gestures or/and signs are more and more combined to words and/or signs, facial expressions, gaze, in complex linguistic productions and with more and more deictic and anaphoric values.
2021. Disentangling Pantomime From Early Sign in a New Sign Language: Window Into Language Evolution Research. Frontiers in Psychology 12
2016. Pratiques langagières et comportements du patient en milieu familial : apport des méthodes ethnographiques multimodales pour la recherche en médecine. Ethics, Medicine and Public Health 2:4 ► pp. 641 ff.
Rudner, Mary, Thomas Karlsson, Johan Gunnarsson & Jerker Rönnberg
2013. Levels of processing and language modality specificity in working memory. Neuropsychologia 51:4 ► pp. 656 ff.
Simon, Marie, Emma Campbell & Franco Lepore
2020. Cross-modal plasticity and central deficiencies: the case of deafness and the use of cochlear implants. In Neurocognitive Development: Disorders and Disabilities [Handbook of Clinical Neurology, 174], ► pp. 343 ff.
Wilcox, Sherman & Corrine Occhino
2016. Constructing signs: Place as a symbolic structure in signed languages. Cognitive Linguistics 27:3 ► pp. 371 ff.
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