Actions speak louder than gestures when you are 2 years old.
Actions speak louder than gestures when you are 2 years old.
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在你两岁的时候，行动比手势更有说服力。
DOI：
10.1037/dev0000553
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发表时间：
2018-10
影响因子：
4
通讯作者：
Woodward AL
中科院分区：
文献类型：
--
作者：
Novack MA;Filippi CA;Goldin-Meadow S;Woodward AL
对孩子们来说，解读标志性手势可能是一项挑战。在这里，我们探讨的特征和功能的标志性手势，使他们更具有挑战性的幼儿解释比器乐动作。在研究1中，我们发现2.5岁的孩子能够通过一个简单的手势从手的形状中收集大小信息，尽管他们的表现明显不如4岁的孩子。研究2-4探讨了2.5岁儿童手势理解的边界条件。在研究2中，这个年龄的孩子更容易理解伸出手的手的大小信息，而不是手势的手。在研究3中，我们梳理了触摸和手势的感知特征和功能目标。我们创造了一个环境，在这个环境中，一个动作具有伸手的感知特征（将手伸向物体），但具有手势的功能（物体在障碍物后面，无法获得；因此手的功能是代表，而不是伸手伸向物体）。在这种情况下，孩子们很难解释手上的大小信息，这表明手势的表征功能（而不是其感知特征）是幼儿难以解释的原因。在距离控制（研究4）中，一个人在手势空间（靠近身体）拿着一个盒子，这表明儿童理解静态手势的困难不能归因于手势与其所指物之间的物理距离。总之，这些研究提供了强有力的证据，表明儿童难以解释标志性手势可能源于其代表性行为的地位。
Interpreting iconic gestures can be challenging for children. Here, we explore the features and functions of iconic gestures that make them more challenging for young children to interpret than instrumental actions. In Study 1, we show that 2.5-year-olds are able to glean size information from handshape in a simple gesture, although their performance is significantly worse than 4-year-olds’. Studies 2–4 explore the boundary conditions of 2.5-year-olds’ gesture understanding. In Study 2, children of this age have an easier time interpreting size information in hands that are reaching than in hands that are gesturing. In Study 3, we tease apart the perceptual features and functional objectives of reaches and gestures. We created a context in which an action has the perceptual features of a reach (extending the hand toward an object) but serves the function of a gesture (the object is behind a barrier and not obtainable; the hand thus functions to represent, rather than reach for, the object). In this context, children struggle to interpret size information in the hand, suggesting that gesture’s representational function (rather than its perceptual features) is what makes it hard for young children to interpret. A distance control (Study 4) in which a person holds a box in gesture space (close to the body) demonstrates that children’s difficulty interpreting static gesture cannot be attributed to the physical distance between a gesture and its referent. Together these studies provide strong evidence that children’s struggle to interpret iconic gesture may stem from its status as representational action.
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影响因子：
1.8
作者：
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通讯作者：
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