Parents' Translations of Child Gesture Facilitate Word Learning in Children with Autism, Down Syndrome and Typical Development
Parents' Translations of Child Gesture Facilitate Word Learning in Children with Autism, Down Syndrome and Typical Development
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DOI：
10.1007/s10803-015-2566-7
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发表时间：
2016-01-01
影响因子：
3.9
通讯作者：
Adamson, Lauren B.
中科院分区：
文献类型：
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作者：
Dimitrova, Nevena;Ozcaliskan, Seyda;Adamson, Lauren B.
典型发展（TD）儿童经常以独特的姿态指代物体。父母将这些手势翻译成单词，促进儿童对这些单词的习得（Goldin-Meadow等人，Dev Sci 10（6）：778-785，2007）。我们询问这种模式是否适用于自闭症（Au）和唐氏综合症（DS）儿童，他们表现出词汇发展延迟。我们观察了23名Au儿童，23名DS儿童和23名TD儿童与他们的父母超过一年。孩子们在给物体贴上标签之前用手势来表示物体，父母则把他们的手势翻译成文字。重要的是，孩子们从这种输入中受益，获得更多的单词翻译的手势比没有翻译的。结果强调了父母对儿童手势的偶然输入在发育障碍儿童的语言发展中所发挥的作用。
Typically-developing (TD) children frequently refer to objects uniquely in gesture. Parents translate these gestures into words, facilitating children's acquisition of these words (Goldin-Meadow et al. in Dev Sci 10(6):778-785, 2007). We ask whether this pattern holds for children with autism (AU) and with Down syndrome (DS) who show delayed vocabulary development. We observed 23 children with AU, 23 with DS, and 23 TD children with their parents over a year. Children used gestures to indicate objects before labeling them and parents translated their gestures into words. Importantly, children benefited from this input, acquiring more words for the translated gestures than the not translated ones. Results highlight the role contingent parental input to child gesture plays in language development of children with developmental disorders.