FROM COMMUNICATION TO LANGUAGE IN 2 MODALITIES
FROM COMMUNICATION TO LANGUAGE IN 2 MODALITIES
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DOI：
10.1016/0885-2014(94)90018-3
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发表时间：
1994-01-01
影响因子：
1.8
通讯作者：
CASELLI, MC
中科院分区：
文献类型：
--
作者：
IVERSON, JM;CAPIRCI, O;CASELLI, MC
这项研究探讨了12名16个月和20个月大的意大利正常发育儿童早期词汇中手势和单词之间的相互作用。以自发产生的动词和手势类型和记号为中心，我们评估了动词和手势词汇的多样性和语义内容。结果表明，所有受试者都广泛使用了手势通道。虽然在16个月时，只有一半的受试者手势多于单词类型，但12名受试者中有8人表现出明显的手势交流偏好，他们使用的手势符号多于语言符号。到了20个月，几乎所有的受试者都有了更多的单词类型，使用单词的频率也超过了手势。通过提供物体所指对象的一些感觉运动成分，手势可以减少对发展符号技能的要求，并帮助儿童过渡到高度抽象的词所指关系。
This study explores the interplay between gestures and words in the early vocabularies of 12 normally developing Italian children at 16 and 20 months of age. Focusing on spontaneous production of verbal and gestural types and tokens, we assessed the diversity and semantic content of the verbal and gestural vocabularies. Results indicated that the gestural modality was utilized extensively by all subjects. Whereas only half the group had more gesture than word types in their repertoires at 16 months, eight of the 12 subjects exhibited a clear preference for communication in the gestural modality, employing a larger number of gestural than verbal tokens. By 20 months, almost all of the subjects had many more word types and used words more frequently than gestures. By providing some sensorimotor components of an object-referent, gestures may lessen the demand on developing symbolic skills and aid the child in the transition to highly abstract word-referent relationships.