4 From Gestures to Signs in the Acquisition of Sign Language

Hoiting, Nini; Slobin, Dan I.

doi:10.1075/gs.1.06hoi

Cited by 18 publications

(5 citation statements)

References 8 publications

Supporting

Mentioning

Contrasting

Order By: Relevance

“…The objects substituted in play are signs (not symbols) in that they resemble their referents, and in this way are like early gestures and scale models (Deloache, 1995; Iverson & Goldin‐Meadow, 2005; Namy, Campbell & Tomasello, 2004). Considerable research on gestures and scale models suggests that iconic signs, which are simple abstractions, serve as stepping stones in children’s understanding of symbols (DeLoache, 1995; Hoiting & Slobin, 2007; McNeil, 2005). The present results indicate that, for object substitutions, the relevant simplification concerns the representation of 3‐dimensional object shape, which is also a core achievement of the human object recognition system.…”

Section: Discussionmentioning

confidence: 99%

Symbolic play connects to language through visual object recognition

Smith

Jones

2011

Developmental Science

View full text Add to dashboard Cite

Object substitutions in play (e.g., using a box as a car) are strongly linked to language learning and their absence is a diagnostic marker of language delay. Classic accounts posit a symbolic function that underlies both words and object substitutions. Here we show that object substitutions depend on developmental changes in visual object recognition: 18- to 30-month old children (n=63) substitute objects in play after they have developed the adult-like ability to recognize common objects from sparse models of their geometric structure. These developmental changes in object recognition are a better predictor of object substitutions than language or age. A developmental pathway connecting visual object recognition, object name learning, and symbolic play is proposed in which object substitutions are like the canary in the coal mine: they are not causally related to language delay, but their absence is an easily detected signal of a problem in language acquisition.

show abstract

Section: Discussionmentioning

confidence: 99%

Symbolic play connects to language through visual object recognition

Smith

Jones

2011

Developmental Science

View full text Add to dashboard Cite

show abstract

“…Singleton et al 1995;Casey 2003). Additionally, when children acquire language at the early proto-language stage they employ bodily movements that may be socially recognized as gestures or potential signs (Hoiting & Slobin 2007;Tomasello et al 2007).…”

mentioning

confidence: 99%

Finding Common Ground: Sign Language and Gesture Research in Australia

Green

Kelly

Schembri

2014

Australian Journal of Linguistics

View full text Add to dashboard Cite

“…In the investigation of very young children, as is the case for the current study, I contend that a multi-modal approach to language (as advocated by Hoiting and Slobin, 2007;Kendon, 2004;Mercer, 2000;Muller, 2007;Norris, 2004) is essential. Such an approach embraces a holistic view of language that is inclusive of gesture, and the associated use of objects as tools to create intersubjective meaning.…”

Section: Dialogic Researchmentioning

confidence: 85%

a Bakhtinian homecoming

White

2009

Journal of Early Childhood Research

View full text Add to dashboard Cite

A B S T R A C T Dialogic research, building on the dialogic philosophy of Mikhail Bakhtin, is fundamentally concerned with the social, discursive nature of language. This article describes an application of dialogic research methods in a pilot study conducted in an Education and Care setting in Wellington, New Zealand focusing on an 18-month-old toddler and his teacher. The purpose of this exploratory study was to 'operationalize' dialogic research within this early childhood education context, in preparation for a larger investigation. Approaching the fi eld through this dialogic research method offered an alternative means of investigating the acts of a toddler through genre (as the framework of analysis) and utterance (as the unit of analysis). This article argues for dialogic research as a method which enables toddler and teacher 'voices' to authentically inter-animate and contribute accordingly to the research process, thus promoting hermeneutic complexity rather than scientifi c truth. K E Y W O R D S assessment, Bakhtin, dialogic research, early childhood education, methodology, teacher introduction Dialogic research has a recent but burgeoning history across multidisciplinary domains. Its central tenet rests in the essentially social, interpretive nature of language and its many forms. Bakhtin's philosophical works over most of the last century provide a history and foundation to the application of dialogism within empirical research. However, Bakhtin himself never applied his theories to empirical study beyond literary analysis (see his discussions on Dostoevsky [Bakhtin, 1973] and Rabelais [Bakhtin, 1968]) and fragmented pieces of work from his latter years of life (1986e). A small number of educational researchers have journal of early childhood research

show abstract

4 From Gestures to Signs in the Acquisition of Sign Language

Cited by 18 publications

References 8 publications

Symbolic play connects to language through visual object recognition

Symbolic play connects to language through visual object recognition

Finding Common Ground: Sign Language and Gesture Research in Australia

a Bakhtinian homecoming

Contact Info

Product

Resources

About