Pointing and social awareness: Declaring and requesting in the second year
Pointing and social awareness: Declaring and requesting in the second year
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DOI：
10.1017/s0305000900008813
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发表时间：
1996-06-01
影响因子：
2.2
通讯作者：
Butterworth, G
中科院分区：
文献类型：
--
作者：
Franco, F;Butterworth, G
通过两个对比陈述-指称和命令-工具交流条件的实验，研究了47名1；0到1；6岁婴儿的指点和其他手势(例如，到达或指示手势)的产生。另一组7名0；10岁的婴儿被检查，以突出预先指向的过渡现象。数据分析涉及手势和相关发声，以及与社交伙伴的视觉检查。结果表明，在实验条件下，手势的产生是不同的：虽然到达只在命令性工具语境中产生，但指向是陈述-指称语境的特征。与社交伙伴的视觉检查模式也区分了手势；此外，在指向的情况下，它显示出发展的变化。结果表明，指向依赖于对他人和自我的“心理”过程(例如，注意和分享)的某种意识，这可能解释了指向与语言发展的特定相关性。
The production of pointing and other gestures (e.g. reaching or indicative gestures) by 47 infants aged I;o to I;6 was investigated in two experiments contrasting declarative-referential vs. imperative-instrumental conditions of communication. A further group of seven infants aged o; Io was examined in order to highlight pre-pointing transitional phenomena. Data analyses concerned gestures and associated vocalizations and visual checking with a social partner. Results show that gestures are produced differentially in the experimental conditions: while reaching is only produced in imperative-instrumental contexts, pointing is characteristic of declarative-referential contexts. The pattern of visual checking with the social partner also differentiates gestures; moreover, it shows developmental changes in the case of pointing. Results suggest that pointing relies on some awareness of 'psychological' processes (e.g. attention and sharing) in the other and the self, and that it is this which may account for the specific relevance of pointing for language development.