A Comparative Study on Representational Gestures in Italian and Japanese Children

Pettenati, Paola; Sekiné, Kazuki; Congestrì, Elena; Volterra, Virginia

doi:10.1007/s10919-011-0127-0

Cited by 35 publications

(36 citation statements)

References 35 publications

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“…Correct responses across the four subsets were Noun Comprehension -mean 91.5% (range 80-100%; SD 9.5%); Predicate Comprehension -mean 64% (range 30-80%; SD 18.8%); Noun Productionmean 54% (range 0-85%; SD 24.5%) and Predicate Production -mean 37.5% (range 0-75; SD 22.4%). Pettenati et al (2012) reported similar correct spoken language naming scores across these same subsets for children acquiring spoken Italian and Japanese.…”

Section: Results -Study 1 Spoken Languagementioning

confidence: 72%

“…For the noun pictures there were 10 gestures (across all participants, this equates to 3.5% of items). In comparison, Pettenati et al (2012) reported 9.8% of items with an accompanying representational gesture for Italian-speaking children and 13.4% for Japanese children. For the predicate pictures 30 representational gestures were produced during naming by children acquiring English (7.14% of items).…”

Section: Gesture Productionmentioning

confidence: 83%

“…The majority of the representational gestures produced by English-speaking children express action meanings. Furthermore, the specific items that evoked the most gestures in English-speaking children in the current study were for the same items as in Pettenati et al (2012). For nouns these were pictures of: Comb, Gloves, Lion, Umbrella, Flags; and for predicates: Washing, Phoning, Swimming, Crying and Turning.…”

Section: Gesture Productionmentioning

confidence: 94%

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Deaf and hearing children’s picture naming

Thompson

England

Woll

et al. 2017

LIA

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Deaf and hearing children's picture naming Impact of age of acquisition and language modality on representational gesture. This is the accepted version of the paper.This version of the publication may differ from the final published version.Permanent repository link: http://openaccess.city.ac.uk/21631/ Link to published version: http://dx. AbstractStefanini, Bello, Caselli, Iverson & Volterra (2009) reported that Italian 24-36 month old children use a high proportion of representational gestures to accompany their spoken responses when labelling pictures. The two studies reported here used the same naming task with (1) typically developing 24-46 month old hearing children acquiring English and (2) deaf children of deaf and hearing parents aged 24-63 months acquiring British Sign Language (BSL) and spoken English. In Study 1 children scored within the range of correct spoken responses previously reported, but produced very few representational gestures. However, when they did gesture they expressed the same action meanings as reported in previous research. The action bias was also observed in deaf children of hearing parents in Study 2, who labelled pictures with signs, spoken words and gestures. The deaf group with deaf parents used BSL almost exclusively with few additional gestures. The function of representational gestures in spoken and signed vocabulary development is considered in relation to differences between native and non-native sign language acquisition.

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Section: Results -Study 1 Spoken Languagementioning

confidence: 72%

Section: Gesture Productionmentioning

confidence: 83%

Section: Gesture Productionmentioning

confidence: 94%

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Deaf and hearing children’s picture naming

Thompson

England

Woll

et al. 2017

LIA

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“…Tolar et al, (2008 also found that hearing children's ability to match iconic signs with their referent improved with age (2;6-5;0 years) and importantly, the first and most accurately recognised were signs for objects that referred to actions associated with them. These studies suggest that children acquiring a spoken language are biased towards manual forms representing body actions because they create a bridge between a linguistic label and children's action/motor experiences (Pettenati et al, 2012;Stefanini et al, 2009). …”

Section: Discussionmentioning

confidence: 99%

Type of iconicity matters in the vocabulary development of signing children.

Ortega

Sumer

Özyürek

2017

Developmental Psychology

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Recent research on signed as well as spoken language shows that the iconic features of the target language might play a role in language development. Here we ask further whether different types of iconic depictions modulate children's preferences for certain types of signreferent links during vocabulary development for objects in sign language. Results from a picture description task indicate that lexical signs with two possible variants are used in different proportions by deaf signers from different age groups. While pre-school and schoolaged children favoured variants representing actions associated with their referent (e.g., a writing hand for the sign PEN), adults preferred variants representing the perceptual features of those objects (e.g., upwards index finger representing a thin, elongated object for the sign PEN). Deaf parents interacting with their children, however, used action and perceptual based variants in equal proportion and favoured action variants more than adults signing to other adults. We propose that when children are confronted with two variants for the same concept, they initially prefer action-based variants because they give them the opportunity to link a linguistic label to familiar schemas linked to their action/motor experiences. Our results echo findings showing a bias for action based depictions in the development of iconic co-speech gestures suggesting a modality bias for such representations during development.

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“…Studies conducted in different countries can help modify assumptions by revealing variations within diverse social and environmental backgrounds. Many studies have contrasted Eastern and Western countries, with a focus on North America (i.e., Bornstein, 1989;Camras, Bakeman, Chen, Norris, & Cain, 2006;Pettenati, Sekine, Congestrì, & Volterra, 2012); however, few studies have considered Latin American children. To address this gap, this study compared a sample of U.S. children to a sample of children in Chile (Bornstein & Cote, 2001;Zubieta et al, 1998).…”

Section: Differences In Emotional Expressionmentioning

confidence: 99%

Infants' emotional expression: Differences in the expression of pleasure and discomfort between infants from Chile and the United States

Muzard

Kwon

Espinosa

et al. 2017

Infant and Child Development

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Nonverbal cues have been fundamental to the survival of our species, and they remain a critical aspect of communication. Starting at the moment of birth, children's facial expressions and body gestures reflecting pleasure and discomfort elicit different responses from caregivers, which can shape the trajectory of child development. Although early expressions of emotion are universal, socialization of the intensity of expressions begins in infancy and may be influenced by the place the child is born, family characteristics, and other factors. The aim of this study is to describe the differences in the intensity of emotional expression between Chilean and U.S. infants at approximately 1 year of age. Infants' emotional expressions of pleasure and discomfort are described in terms of total intensity and specific facial and corporal intensities. The expressions were assessed by videotaping and coding the children's behaviours during a sequence of pleasurable and displeasing activities. The analyses revealed that the U.S. children expressed pleasure and discomfort with greater intensity compared with the Chilean children, specifically through corporal expressions. Highlights This study explores differences in the intensity of emotional expression of Chilean and U.S. infants around 1 year of age. Assessment involved a sequence of videotaped tasks and showed U.S. infants expressed pleasure and discomfort with higher intensity than Chilean infants. Differences between both samples at 1 year reveal the possibility that cultural emotion socialization shapes emotional expressions very early in development.

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A Comparative Study on Representational Gestures in Italian and Japanese Children

Cited by 35 publications

References 35 publications

Deaf and hearing children’s picture naming

Deaf and hearing children’s picture naming

Type of iconicity matters in the vocabulary development of signing children.

Infants' emotional expression: Differences in the expression of pleasure and discomfort between infants from Chile and the United States

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