From communication to language in two modalities

Iverson, Jana M.; Capirci, Olga; Caselli, María Cristina

doi:10.1016/0885-2014(94)90018-3

Cited by 300 publications

(300 citation statements)

References 13 publications

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“…Another explanation might be that the use of gestures is reinforced by parents oftoddlers with a hearing loss out ofnecessity, and this parental behavior, rather than innate predisposition, enhances the use of gestures by the toddlers. The links noted between the growth function of gestures and words among hearing children was described for a later period in the one-word stage as well as during the transition to syntax (Iverson et al, 1994). Future studies should investigate this link in toddlers with hearinglosses who are older than 2 years of age.…”

Section: Discussionmentioning

confidence: 91%

“…Itis very unlikely that parents with no formal training in linguistics could collect the detailed data necessary for a close examination of the relationship between the use of words and of gestures. Research programs on gestures use require a highly differentiated approach to defining the various kinds of gestures, and should be conducted by scientist-experts using direct observational measures (Iverson et al, 1994). The questionnaire data presented here calls for future empirical scrutiny of the relationship between gesture use and word learning in toddlers with hearing loss.…”

Section: Discussionmentioning

confidence: 99%

“…Toddlers use pointing to direct others' attention to an external object or event that is the focus of their attention. Research on the emergence of pointing has demonstrated that pointing is closely linked to the establishment of reference and, hence, considerably enhances the rate of learning conventional words (Caprici, Iverson, Pizutto, & Volterra, 1996;Caselli, 1990;Caselli & Volterra, 1990;Dromi, 1987;Dromi & Ringwald-Frimerman, 1996Iverson, Caprici, & Caselli, 1994).At about the same time that first words emerge, toddlers also begin to use referential gestures for communication. Caselli and Volterra (1990) introduced the distinction between deictic gestures (such as showing, reaching, giving, and pointing) and referential -gestures, which are used as symbolic manual labels for objects and actions.…”

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confidence: 99%

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confidence: 99%

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Analogous and Distinctive Patterns of Prelinguistic Communication in Toddlers With and Without Hearing Loss

Zaidman‐Zait

Dromi

2007

J Speech Lang Hear Res

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Purpose: This study was conducted to compare the prelinguistic communicative abilities of toddlers with hearing loss and without hearing loss during the 2nd year of life and shortly before the emergence of productive single-word lexicons. Method: The participants were 28 toddlers with hearing loss who participated in an early intervention program and 92 toddlers with normal hearing at similar language levels and close chronological ages. The assessment consisted of the Hebrew Parent Questionnaire-Communication and Early Language (HPQ-CEL; E. Dromi, H. Ben-Shahar-Treitel, E. Guralnik, & D. Ringwald-Frimerman, 1992) that guided parents' observations of their toddlers in 6 contexts at home. Parents reported on a range of prelinguistic communicative abilities. Results: Profile analysis indicated that the 2 groups used a remarkably similar overall profile of prelinguistic behaviors. Interrelationships among behaviors were noticeably similar, too. Two communication properties unique to toddlers with hearing loss were relatively lower spontaneous use of words and reduced involvement in triadic book reading interactions. In addition, the associations between use of words and gestures in toddlers with hearing loss were slightly different from the toddlers with normal hearing, and the range of innovative gestures that they produced was greater. Conclusion: The remarkable similarity between the 2 groups support the feasibility of adopting goals and principles known to hold true in typical development for fostering communication in toddlers with hearing loss.KEY WORDS: deafness, communication strategies, parents, linguistics, infants and toddlers t the outset of the second year of life and shortly before the emergence of conventional words, typically developing toddlers with normal hearing demonstrate impressive communicative abilities when interacting with adults. Extensive scientific research has endeavored to describe the richness of prelinguistic systems in hearing toddlers (see reviews in Dromi & Ringwald-Frimerman, 1996;Reddy, 1999).In hearing toddlers, nonverbal communication systems manifest themselves in various domains. In the visual domain, toddlers follow the gaze of others and can identify which external object is the focus of adults' attention (Butterworth & Jarrett, 1991;Carpenter, Nagell, & Tomasello, 1998). In the vocal domain, toddlers produce canonical babbling and long sequences of jargon babble that sound like adult speech (Dromi, 2002;Stoel-Gammon, 1998). Joint attention comprises the major developmental achievement that emerges toward the end of the first year of life and may be regarded as the crown of prelinguistic development. Adult-child visual interactions, which during the first 9 months of life involve either social transactions or physical manipulation of objects, now become integrated. The coordination ofsocial and object schemes represents a qualitative change in infants' cognition (Adamson, 1995;Adamson & Chance, 1998;Sugarman, 1978Sugarman, , 1983. Following this developmental achievement,...

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Section: Discussionmentioning

confidence: 91%

Section: Discussionmentioning

confidence: 99%

mentioning

confidence: 99%

mentioning

confidence: 99%

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Analogous and Distinctive Patterns of Prelinguistic Communication in Toddlers With and Without Hearing Loss

Zaidman‐Zait

Dromi

2007

J Speech Lang Hear Res

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“…Children typically begin to gesture between eight and 12 months [9,10], first producing deictic gestures ( pointing at objects, people and places in the immediate environment, or holding up objects to draw attention to them), and later at around 26 months [11] producing iconic gestures that capture aspects of the objects, action or attributes they represent (e.g. flapping arms to refer to a bird or to flying [12]). The fact that gesture allows children to communicate meanings that they do not yet express in speech opens up the possibility that gesturing itself facilitates language learning.…”

Section: Widening the Lens On Spoken Languagementioning

confidence: 99%

Widening the lens: what the manual modality reveals about language, learning and cognition

Goldin‐Meadow

2014

Phil. Trans. R. Soc. B

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The goal of this paper is to widen the lens on language to include the manual modality. We look first at hearing children who are acquiring language from a spoken language model and find that even before they use speech to communicate, they use gesture. Moreover, those gestures precede, and predict, the acquisition of structures in speech. We look next at deaf children whose hearing losses prevent them from using the oral modality, and whose hearing parents have not presented them with a language model in the manual modality. These children fall back on the manual modality to communicate and use gestures, which take on many of the forms and functions of natural language. These homemade gesture systems constitute the first step in the emergence of manual sign systems that are shared within deaf communities and are full-fledged languages. We end by widening the lens on sign language to include gesture and find that signers not only gesture, but they also use gesture in learning contexts just as speakers do. These findings suggest that what is key in gesture's ability to predict learning is its ability to add a second representational format to communication, rather than a second modality. Gesture can thus be language, assuming linguistic forms and functions, when other vehicles are not available; but when speech or sign is possible, gesture works along with language, providing an additional representational format that can promote learning.

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Nonverbal Communication: The Hand's Role in Talking and Thinking

Goldin‐Meadow

2007

Handbook of Child Psychology

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From communication to language in two modalities

Cited by 300 publications

References 13 publications

Analogous and Distinctive Patterns of Prelinguistic Communication in Toddlers With and Without Hearing Loss

Analogous and Distinctive Patterns of Prelinguistic Communication in Toddlers With and Without Hearing Loss

Widening the lens: what the manual modality reveals about language, learning and cognition

Nonverbal Communication: The Hand's Role in Talking and Thinking

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