Gesture in Varying Environments:Its Role in Revealing Child Abilities and Influen

从语言学习的最早阶段开始，孩子们在说话时会做手势。在成年人中， 与它所伴随的语音相结合，通常传达与之相关但不相同的信息， 这篇演讲中传达的信息。手势可以扩大说话者的交际范围。 项目二建立在以前收集的60名儿童的纵向观察，年龄14个月上学 参赛，其家庭被选为代表芝加哥的人口范围。项目观察 这些孩子在10岁之前进入学校时都会被跟踪。除了提供 在项目III中，项目II有三个具体目标。 (1)鉴于手势可以作为一个窗口，这是不同于言语进入儿童的沟通 在语言学习的早期阶段，第一个目标是描述手势的使用方式 在儿童开始上学的语言学习的后期阶段。研究1询问手势是否继续 扩大儿童的交际剧目在以后的岁月里，提供了第一个迹象， 句法结构和新的话语手段。(2)考虑到孩子们在如何使用 手势在语言学习的早期阶段，第二个目的是探讨这些是否 差异预测以后的语言使用。研究2提出了手势是否不仅为语言学习打开了大门 还设定了学习轨迹。(3)第三个目的是探讨手势是否起着因果作用 在语言学习中的作用。研究3实验性地操纵144个额外的1字说话者的手势 并观察这种操作对他们的词汇量和他们向两词语音的过渡的影响。 虽然大多数孩子都能成功地掌握他们所接触的语言，但也有一些孩子能做到这一点。 比其他人掌握得晚。每一个里程碑的时间安排可能对最终的结果产生重要影响。 语言习得的结果，以及它对其他认知技能的影响。项目二探讨 手势是否也有变化，如果是的话，这种变化如何与以后语言学习的变化有关。 鉴于家庭使用手势的频率存在个体差异， 以确定手势是否在语言学习中起作用。如果是这样，教育工作者需要意识到 孩子们在非语言领域表现出的技能，并学会使用它们来提高语言技能。

From the very earliest stages of language learning, children gesture as they talk. In adults, gesture is integrated with the speech it accompanies, often conveying information that is related, but not identical, to the information conveyed in that speech. Gesture can thus expand a speaker's communicative range. Project II builds on previously collected longitudinal obervations of 60 children, ages 14 months to school entry, whose families were chosen to represent the demographic range of Chicago. The project observes gesture in these children who will be followed as they enter school until age 10. In addition to providing normative gesture data for the brain injured children in Project III, Project II has three specific aims. (1) Given that gesture can serve as a window that is distinct from speech into the child's communicative abilities during the early stages of language-learning, the first aim is to characterize the way gesture is used in later stages of language-learning as children begin school. Study 1 asks whether gesture continues to expand the children's communicative repertoires in the later years, providing the first sign of more complex syntactic constructions and new discourse devices. (2) Given individual differences in how children use gesture during the early stages of language-learning, the second aim is to explore whether those differences predict later language use. Study 2 asks whether gesture not only opens the door for languagelearning but also sets the learning trajectory. (3) The third aim is to explore whether gesture plays a causal role in language-learning. Study 3 experimentally manipulates gesture in 144 additional 1-word speakers and observes the effect of this manipulation on their vocabulary and their transition to 2-word speech. While most children successfully acquire the language to which they are exposed, some achieve mastery later than others. The timing of each milestone may be important for its effect on the eventual outcome of language acquisition, as well as for its impact on other cognitive skills. Project II explores whether gesturing also varies, and, if so, how that variability is related to variability in later languagelearning. Given that there are individual differences in how often families use gesture, it becomes important to determine whether gesture plays a role in language-learning. If so, educators need to become aware of the skills children display in the nonverbal realm, and learn to use them to improve verbal skills.