Body Part Identification in 1- to 2-Year-Old Children

Witt, Anita; Cermak, Sharon A.; Coster, Wendy J.

doi:10.5014/ajot.44.2.147

Cited by 26 publications

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“…To date, most studies have concerned younger children (Camões-Costa et al, 2011;Witt et al, 1990). However, the acquisition of lexicosemantic knowledge about the human body is a lifelong developmental process (Slaughter & Heron 2004).…”

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Lexical-semantic body knowledge in 5- to 11-year-old children: How spatial body representation influences body semantics

Auclair

Jambaqué²

2014

Child Neuropsychology

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This study addresses the relation between lexico-semantic body knowledge (i.e., body semantics) and spatial body representation (i.e., structural body representation) by analyzing naming performances as a function of body structural topography. One hundred and forty-one children ranging from 5 years 2 months to 10 years 5 months old were asked to provide a lexical label for isolated body part pictures. We compared the children's naming performances according to the location of the body parts (body parts vs. head features and also upper vs. lower limbs) or to their involvement in motor skills (distal segments, joints, and broader body parts). The results showed that the children's naming performance was better for facial body parts than for other body parts. Furthermore, it was found that the naming of body parts was better for body parts related to action. These findings suggest that the development of a spatial body representation shapes the elaboration of semantic body representation processing. Moreover, this influence was not limited to younger children. In our discussion of these results, we focus on the important role of action in the development of body representations and semantic organization.

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confidence: 99%

“…The development of the ability to label body parts is highly related to the topographical body representation (Camões-Costa, Erjavec, & Horne, 2011;Witt, Cermak, & Coster, 1990). For example, Camões-Costa et al (2011) asked English-speaking children aged from 2 to 3 years 5 months old to label each body part pointed at on experimenter's body.…”

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confidence: 99%

Lexical-semantic body knowledge in 5- to 11-year-old children: How spatial body representation influences body semantics

Auclair

Jambaqué²

2014

Child Neuropsychology

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“…In one of the few systematic studies of body-part vocabulary comprehension with very young children, Witt et al (1990) tested receptive vocabulary by asking 11 – 25 month old toddlers to point to 20 body parts on a doll. The authors found that 12-month olds understood less than one body-part word on average, which increased to nine words by 18 months of age, and thirteen words by 24 months.…”

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Development of body-part vocabulary in toddlers in relation to self-understanding

Waugh

Brownell

2014

Early Child Development and Care

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To better understand young children’s ability to communicate about their bodies, toddlers’ comprehension and production of 27 common body part words was assessed using parental report at 20 and 30 months (n = 64), and self-awareness was assessed using mirror self-recognition. Children at both ages comprehended more body part words that referred to themselves than to others’ bodies, and more words referring to locations that they could see on themselves than to those they could not see. Children with more advanced mirror self-recognition comprehended and produced more body part words. These findings suggest that with age and better understanding of the self, children also possess a better understanding of the body, and they provide new information about factors that affect how young children begin to talk about their own and others’ bodies. They should be useful for practitioners who need to ask children about their bodies and body parts.

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“…In addition, children can easily transfer this knowledge to other animals and even artifacts as the example showed, via a process referred to as analogical reasoning (Gentner, 1977). Developmental studies indicate that the ability to identify body parts in response to verbal cues gradually emerges during the second year of life (Slaughter & Heron, 2004;Witt, Cermak, & Coster, 1990) and goes hand in hand with the acquisition of an abstract visuo-spatial representation of the human body (Buxbaum & Coslett, 2001).…”

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confidence: 99%

The relation between body semantics and spatial body representations

Elk

Blanke

2011

Acta Psychologica

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The present study addressed the relation between body semantics (i.e. semantic knowledge about the human body) and spatial body representations, by presenting participants with word pairs, one below the other, referring to body parts. The spatial position of the word pairs could be congruent (e.g. EYE / MOUTH) or incongruent (MOUTH / EYE) with respect to the spatial position of the words' referents. In addition, the spatial distance between the words' referents was varied, resulting in word pairs referring to body parts that are close (e.g. EYE / MOUTH) or far in space (e.g. EYE / FOOT). A spatial congruency effect was observed when subjects made an iconicity judgment (Experiments 2 and 3) but not when making a semantic relatedness judgment (Experiment 1). In addition, when making a semantic relatedness judgment (Experiment 1) reaction times increased with increased distance between the body parts but when making an iconicity judgment (Experiments 2 and 3) reaction times decreased with increased distance. These findings suggest that the processing of body-semantics results in the activation of a detailed visuo-spatial body representation that is modulated by the specific task requirements. We discuss these new data with respect to theories of embodied cognition and body semantics.

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Body Part Identification in 1- to 2-Year-Old Children

Cited by 26 publications

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Lexical-semantic body knowledge in 5- to 11-year-old children: How spatial body representation influences body semantics

Lexical-semantic body knowledge in 5- to 11-year-old children: How spatial body representation influences body semantics

Development of body-part vocabulary in toddlers in relation to self-understanding

The relation between body semantics and spatial body representations

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