"I use it when I see it": The role of development and experience in Deaf and hearing children's understanding of iconic gesture
"I use it when I see it": The role of development and experience in Deaf and hearing children's understanding of iconic gesture
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DOI：
10.1016/j.cognition.2017.01.015
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发表时间：
2017-05-01
期刊：
影响因子：
3.4
通讯作者：
Pyers, Jennie E.
中科院分区：
文献类型：
--
作者：
Magid, Rachel W.;Pyers, Jennie E.
象似性普遍存在于手势和手语中，但儿童在早期语言学习中识别和利用象似性的程度尚不清楚。在本研究的实验1中，我们提出了标志天真的3，4和5岁的孩子（n = 87）与图标形状的手势，并没有额外的脚手架，问孩子们是否可以自发地映射到他们的参照物的图标手势。四岁和五岁的孩子，但不是三岁的孩子，认识到标志性的形状手势的参照物高于机会。实验2问学龄前儿童（n = 93）是否显示出优势，在快速映射的图标手势相比，任意的。我们发现，象似性在支持4岁和5岁儿童学习新手势的能力方面发挥了重要作用，而在3岁儿童的学习中作用较小。在实验3中使用类似的任务，我们发现，聋人学龄前儿童（n = 41）暴露于美国手语显示出类似的模式的识别和学习，但在较早的年龄开始，这表明学习语言具有丰富的象似性可能会导致早期使用的象似性。这些结果表明，对象似性的敏感性是由经验塑造的，虽然不是语言发展最早阶段的基础，但一旦儿童解开这些形式-意义关系，它就是一个有用的工具。(C)2017 Elsevier B. V.版权所有。
Iconicity is prevalent in gesture and in sign languages, yet the degree to which children recognize and leverage iconicity for early language learning is unclear. In Experiment 1 of the current study, we presented sign-naive 3-, 4- and 5-year-olds (n = 87) with iconic shape gestures and no additional scaffolding to ask whether children can spontaneously map iconic gestures to their referents. Four- and five-year-olds, but not three-year-olds, recognized the referents of iconic shape gestures above chance. Experiment 2 asked whether preschoolers (n = 93) show an advantage in fast-mapping iconic gestures compared to arbitrary ones. We found that iconicity played a significant role in supporting 4- and 5-year-olds' ability to learn new gestures presented in an explicit pedagogical context, and a lesser role in 3-year-olds' learning. Using similar tasks in Experiment 3, we found that Deaf preschoolers (n = 41) exposed to American Sign Language showed a similar pattern of recognition and learning but starting at an earlier age, suggesting that learning a language with rich iconicity may lead to earlier use of iconicity. These results suggest that sensitivity to iconicity is shaped by experience, and while not fundamental to the earliest stages of language development, is a useful tool once children unlock these form-meaning relationships. (C) 2017 Elsevier B.V. All rights reserved.