Communicative Hand‐Waving Gestures Facilitate Object Learning in Preverbal Infants
Communicative Hand‐Waving Gestures Facilitate Object Learning in Preverbal Infants
复制标题
交流挥手手势促进学龄前婴儿的物体学习
DOI：
10.1111/desc.12787
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发表时间：
2018
影响因子：
3.7
通讯作者：
Kanakogi Yasuhiro
中科院分区：
文献类型：
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作者：
Hirai Masahiro;Kanakogi Yasuhiro
自然教育学的理论认为，婴儿可以使用明示信号，包括眼神接触，婴儿导向的语言和偶然性，从他人那里学习。然而，身体姿势的作用，如挥手，在社会学习中很大程度上被忽视了。为了解决文献中的这一空白，本研究试图确定4个月大的婴儿是否表现出对水平或垂直（控制）挥手手势的偏好。我们还研究了9个月大的婴儿在水平挥手手势之后是否会促进物体学习的过程。结果表明，4个月大的婴儿更喜欢水平挥手手势，而不是垂直挥手手势，即使在删除特征和上下文信息时也是如此。此外，水平的挥手手势诱导了对线索对象的身份编码，而垂直手势则没有。这些发现强调了嵌入在身体动作中的交际意图的作用，并表明挥手可以作为一种新型的明示信号。
The theory of natural pedagogy has proposed that infants can use ostensive signals, including eye contact, infant‐directed speech, and contingency to learn from others. However, the role of bodily gestures, such as hand‐waving, in social learning has been largely ignored. To address this gap in the literature, this study sought to determine whether 4‐month‐old infants exhibited a preference for horizontal or vertical (control) hand‐waving gestures. We also examined whether horizontal hand‐waving gestures followed by pointing facilitated the process of object learning in 9‐month‐old infants. Results showed that 4‐month‐old infants preferred horizontal hand‐waving gestures to vertical hand‐waving gestures, even when featural and contextual information were removed. Furthermore, horizontal hand‐waving gestures induced identity encoding for cued objects, whereas vertical gestures did not. These findings highlight the role of communicative intent embedded in bodily movements and indicate that hand‐waving can serve as a new type of ostensive signal.