The gesture–language association over time in toddlers with and without language delays

Manwaring, Stacy S.; Swineford, Lauren; Mead, Danielle L.; Yeh, Chih-Ching; Zhang, Yue; Thurm, Audrey

doi:10.1177/2396941519845545

Cited by 20 publications

(17 citation statements)

References 57 publications

Supporting

Mentioning

Contrasting

Order By: Relevance

“…Consistent with this rationale of a shared developmental pattern with TD children, the commonly reported gesturelanguage relation in TD has been found also in ASD (for a review see [9]), with gestures predicting language also in children with autism [52][53][54]. However, only few studies address specifically the relationship between deictic gesture and language in autism, a clear gap in research identified in the scoping review by Manwaring and colleagues [15]. These studies have shown that only deictic gestures predicted language in ASD as well as in TD [8,55,14].…”

Section: Pointing Hand Features and Language In Autismmentioning

confidence: 89%

“…However, given the vast amount of evidence showing a strong association between pointing, a cognitive and linguistic ability [58], the question remains whether index finger pointing, compared to other hand features scaffolds language, and whether this occurs via or independently of cognitive abilities. Moreover, there is still a gap in research on the relationship between deictic pointing and language in children with autism [15].…”

Section: Current Studymentioning

confidence: 99%

“…On the one hand, it seems that, at least in typically developing children, taking distance from the object in the progress from touching or reaching to pointing, reflects the cognitive readiness of the child to understand the communicative value implicit in this type of gesture [10][11]. Additionally, pointing with the index finger, as opposed to open palm pointing, has been shown to be strongly associated with vocalizations and declarative communicative intent in typical development (TD) [12][13] and in children with autism [8,14,15]. However, despite recent evidence of a differential interactive-communicative pattern in autism in terms of handshape and contact with the referent [16], no study has investigated the impact of these formal manual features on the language development of children diagnosed with Autism Spectrum Disorder (ASD).…”

Section: Introductionmentioning

confidence: 99%

See 2 more Smart Citations

You may point, but do not touch: Impact of gesture-types and cognition on language in typical and atypical development

Vulchanova¹,

Acha²,

Ramos-Cabo³

et al. 2020

Preprint

View full text Add to dashboard Cite

We investigated whether two types of pointing hand features (index finger and open palm pointing) and three types of relation with the referent (manipulation, contact, no contact) similarly predict language in children with and without autism, and whether cognition mediates the longitudinal relationship between pointing and language development. Sixteen children with autism, thirteen children at high risk for autism, and eighteen typically developing children participated in an interactive gesture-elicitation task and were tested on standardized cognitive and expressive language batteries in a longitudinal design. Cognition was a significant and direct predictor of language skills in all groups. However, index finger pointing was a direct predictor of language in the autism group above and beyond cognition. In addition, index finger pointing total score and percentage of no contact pointing bids were key predictors of expressive language measured one year apart, once the effect of group, expressive language and cognition at Time 1 were controlled. Findings highlight the role of cognition in communicative development, but suggest a key role of index finder use in the longitudinal relationship between deictic gestures and language atypical development above and beyond cognition.

show abstract

Section: Pointing Hand Features and Language In Autismmentioning

confidence: 89%

Section: Current Studymentioning

confidence: 99%

Section: Introductionmentioning

confidence: 99%

See 1 more Smart Citation

You may point, but do not touch: Impact of gesture-types and cognition on language in typical and atypical development

Vulchanova¹,

Acha²,

Ramos-Cabo³

et al. 2020

Preprint

View full text Add to dashboard Cite

show abstract

“…The use of pointing expands children’s experiences and perspectives: by the use of pointing as a joint attention behavior, they can share their interests with other people, spending more time on social and verbal exchanges that are fundamental for language acquisition. In this direction, concurrent and predictive associations between pointing onset and use and children’s linguistic competencies are well documented in the literature for children with typical [ 3 , 4 ] and atypical development [ 5 , 6 , 7 , 8 , 9 ].…”

Section: Introductionmentioning

confidence: 89%

Integrating Gestures and Words to Communicate in Full-Term and Low-Risk Preterm Late Talkers

Suttora

Guarini

Zuccarini

et al. 2022

IJERPH

View full text Add to dashboard Cite

Young children use gestures to practice communicative functions that foster their receptive and expressive linguistic skills. Studies investigating the use of gestures by late talkers are limited. This study aimed to investigate the use of gestures and gesture–word combinations and their associations with word comprehension and word and sentence production in late talkers. A further purpose was to examine whether a set of individual and environmental factors accounted for interindividual differences in late talkers’ gesture and gesture–word production. Sixty-one late talkers, including 35 full-term and 26 low-risk preterm children, participated in the study. Parents filled out the Italian short forms of the MacArthur–Bates Communicative Development Inventories (MB–CDI), “Gesture and Words” and “Words and Sentences” when their children were 30-months-old, and they were then invited to participate in a book-sharing session with their child. Children’s gestures and words produced during the book-sharing session were transcribed and coded into CHAT of CHILDES and analyzed with CLAN. Types of spontaneous gestures (pointing and representational gestures) and gesture–word combinations (complementary, equivalent, and supplementary) were coded. Measures of word tokens and MLU were also computed. Correlational analyses documented that children’s use of gesture–word combinations, particularly complementary and supplementary forms, in the book-sharing session was positively associated with linguistic skills both observed during the session (word tokens and MLU) and reported by parents (word comprehension, word production, and sentence production at the MB–CDI). Concerning individual factors, male gender was negatively associated with gesture and gesture–word use, as well as with MB–CDI action/gesture production. In contrast, having a low-risk preterm condition and being later-born were positively associated with the use of gestures and pointing gestures, and having a family history of language and/or learning disorders was positively associated with the use of representational gestures. Furthermore, a low-risk preterm status and a higher cognitive score were positively associated with gesture–word combinations, particularly complementary and supplementary types. With regard to environmental factors, older parental age was negatively associated with late talkers’ use of gestures and pointing gestures. Interindividual differences in late talkers’ gesture and gesture–word production were thus related to several intertwined individual and environmental factors. Among late talkers, use of gestures and gesture–word combinations represents a point of strength promoting receptive and expressive language acquisition.

show abstract

“…The latter variable did not contribute a significant amount of unique variance to 30-month PPVT-III SS. Manwaring et al (2019) studied a sample of 92 children [60 TD, 30 with language delay (LD)]. Twelve of the children with LD were diagnosed with ASD at age 30 months.…”

Section: Introductionmentioning

confidence: 99%

Age at Onset of Declarative Gestures and 24-Month Expressive Vocabulary Predict Later Language and Intellectual Abilities in Young Children With Williams Syndrome

Becerra

Mervis

2019

Front. Psychol.

View full text Add to dashboard Cite

Background: One of the most consistent findings in the early language acquisition literature regarding children in the general population is that the onset of declarative pointing gestures precedes the onset of expressive referential language. Furthermore, frequency of early use of declarative gestures is a stronger predictor of later lexical development than early vocabulary size. These findings suggest that early declarative gestures may play a critical facilitative role in later language development. To evaluate the universality of these findings, we tested children with Williams syndrome (WS), a genetic disorder associated with both language and communicative gesture delay.Method: Participants were 47 children with classic-length WS deletions. Age of onset of declarative show and point were determined by parental report on the MacArthur-Bates Communicative Development Inventory (CDI): Words and Gestures. Expressive vocabulary size at onset of these gestures, first referential expressive word, 24 months, and 48 months and grammatical complexity at 48 months were determined by parental report on the CDI: Words and Sentences. Receptive and expressive vocabulary and overall intellectual ability at 48 months were measured using standardized assessments.Results: In contrast to previous findings for children in the general population, most children with WS began to produce referential language several months before they produced declarative point. A series of multiple regressions indicated that both age at onset of declarative point and expressive vocabulary size at 24 months made significant independent contributions to individual differences in lexical, grammatical, and overall intellectual ability at 48 months. Similarly to the findings for typically developing children and children with other developmental disabilities, individual differences in the declarative gesture measure accounted for considerably more variance in 48-month lexical ability than early expressive vocabulary size.Discussion: The transition from prelinguistic communication to initial referential language does not depend on the onset of the ability to use declarative point. Nevertheless, the length of time that a child has been producing declarative point was a better predictor than early expressive vocabulary of later lexical abilities. Thus, despite the earlier divergence in their path to language development from the typical one, the path for children with WS re-converges with that for typically developing children and children with other developmental disabilities.

show abstract

The gesture–language association over time in toddlers with and without language delays

Cited by 20 publications

References 57 publications

You may point, but do not touch: Impact of gesture-types and cognition on language in typical and atypical development

You may point, but do not touch: Impact of gesture-types and cognition on language in typical and atypical development

Integrating Gestures and Words to Communicate in Full-Term and Low-Risk Preterm Late Talkers

Age at Onset of Declarative Gestures and 24-Month Expressive Vocabulary Predict Later Language and Intellectual Abilities in Young Children With Williams Syndrome

Contact Info

Product

Resources

About