Do iconic gestures pave the way for children's early verbs?

Applied Psycholinguistics

Volumn 35, Issue 6, 2012, Pages 1143-1162

  Özҫalişkan, Şeyda ^a   Gentner, Dedre ^b   Goldin Meadow, Susan ^c  

^a GEORGIA STATE UNIVERSITY   (United States)

^b NORTHWESTERN UNIVERSITY   (United States)

^c UNIVERSITY OF CHICAGO   (United States)

Author keywords

[No Author keywords available]

Indexed keywords

EID: 84914148924     PISSN: 01427164     EISSN: 14691817     Source Type: Journal    
DOI: 10.1017/S0142716412000720     Document Type: Article

References (83)

1. Acredolo, L. P., & Goodwyn, S. W (1985). Symbolic gesturing in language development. Human Development, 28, 40-49.
2. Acredolo, L. P., & Goodwyn, S. W (1988). Symbolic gesturing in normal infants. Child Development, 59, 450-466.
3. Acredolo, L. P., Goodwyn, S. W., & Abrams, D. (2006). Baby signs: How to talk with your baby before your baby can talk. New York: McGraw-Hill.
4. Aksu-Koc¸, A., & Slobin, D. I. (1985). The acquisition of Turkish. In D. I. Slobin (Ed.), The crosslinguistic study of language acquisition: Vol. 1. The data (pp. 839-878). Hillsdale, NJ: Erlbaum.
5. Anderson, D., & Reilly, J. (2002). The MacArthur communicative development inventory: Normative data for American Sign Language. Journal of Deaf Studies and Deaf Education, 7, 83-106.
6. Au, T. K., Dapretto, M., & Song, Y. (1994). Input vs. constraints: Early word acquisition in Korean and English. Journal of Memory and Language, 33, 567-582.
7. Bach, T. (2012). Pretense and the abstraction of relational categories. Manuscript submitted for publication.
8. Barsalou, L. W. (1999). Perceptual symbol systems. Behavioral and Brain Sciences, 22, 577-660.
9. Bates, E. (1976). Language and context. New York: Academic Press.
10. Bonvillian, J. D., Orlansky, M. O., & Novack, L. L. (1983). Developmental milestones: Sign language acquisition and motor development. Child Development, 54, 1435-1445.
11. Bornstein, M. H., Cote, L., Maital, S., Painter, K., Park, S. Y., Pascual, L., et al. (2004). Cross-linguistic analysis of vocabulary in young children: Spanish, Dutch, French, Hebrew, Italian, Korean, and American English. Child Development, 75, 1115-1139.
12. Bowerman, M. (1996). Learning how to structure space for language: A crosslinguistic perspective. In P. Bloom, M. A. Peterson, L. Nadel, & M. F. Garrett (Eds.), Language and space (pp. 385-436). Cambridge, MA: MIT Press.
13. Bowerman, M., & Choi, S. (2003). Space under construction: Language-specific spatial categorization in first language acquisition. In D. Gentner & S. Goldin-Meadow (Eds.), Language in mind: Advances in the study of language and cognition (pp. 387-428). Cambridge, MA: MIT Press.
14. Brown, P. (1998). Children's first verbs in Tzeltal: Evidence for an early verb category. Linguistics, 36, 713-753.
15. Brown, P., Gentner, D., & Braun, K. (2005). Early acquisition of nouns and verbs in Tzeltal. Paper presented at the Tenth International Conference for the Study of Child Language, Berlin.
16. Butcher, C., & Goldin-Meadow, S. (2000). Gesture and the transition from one- to two-word speech: When hand and mouth come together. In D. McNeill (Ed.), Language and gesture (pp. 235-258). Cambridge: Cambridge University Press.
17. Capirci, O., Contaldo, A., Caselli, M. C., & Volterra, V. (2005). From action to language through gesture: A longitudinal perspective. Gesture, 5, 155-177.
18. Casad, E. H., & Langacker, R. (1985). "Inside" and "outside" in Cora grammar. International Journal of American Linguistics, 51, 247-281.
19. Choi, S., & Gopnik, A. (1995). Early acquisition of verbs in Korean: A cross-linguistic study. Journal of Child Language, 22, 497-530.
20. DeLoache, J. S. (2004). Becoming symbol-minded. Trends in Cognitive Sciences, 8, 66-70.
21. Furman, R., Özyürek, A., & Küntay, A. (2010). Early language-specificity in Turkish children's caused motion expressions in speech and gesture. In K. Franich, K. M. Iserman, & L. L. Keil (Eds.), Proceedings of the 34th Annual Boston Conference on Language Development (pp. 126-137). Somerville, MA: Cascadilla Press.
22. Gentner, D. (1981). Some interesting differences between nouns and verbs. Cognition and Brain Theory, 4, 161-178.
23. Gentner, D. (1982). Why nouns are learned before verbs: Linguistic relativity versus natural partitioning. In S. A. Kuczaj (Ed.), Language development: Vol. 2. Language, thought and culture (pp. 301-334). Hillsdale, NJ: Erlbaum.
24. Gentner, D. (2006). Why verbs are hard to learn. In K. Hirsh-Pasek & R. Michnick Golinkoff (Eds.), Action meets word: How children learn verbs (pp. 544-564). New York: Oxford University Press.
25. Gentner, D., & Boroditsky, L. (2001). Individuation, relativity and early word learning. In M. Bowerman & S. Levinson (Eds.), Language acquisition and conceptual development (pp. 215-256). Hillsdale, NJ: Erlbaum.
26. Gillette, J., Gleitman, H., Gleitman, L., & Lederer, A. (1999). Human simulations of vocabulary learning. Cognition, 73, 135-176.
27. Gleitman, L. R., Cassidy, K., Nappa, R., Papafragou, A., & Trueswell, J. C. (2005). Hard words. Language Learning and Development, 1, 23-64.
28. Goldin-Meadow, S. (1998). The development of gesture and speech as an integrated system. In J. M. Iverson & S. Goldin-Meadow (Eds.), The nature and functions of gesture in children's communications (pp. 29-42). San Francisco, CA: Jossey-Bass.
29. Goldin-Meadow, S. (2003). Hearing gesture: How our hands help us think. Cambridge, MA: Harvard University Press.
30. Goldin-Meadow, S. (2007). Pointing sets the stage for learning language - And creating language. Child Development, 78, 741-745.
31. Goldin-Meadow, S., & Butcher, C. (2003). Pointing toward two-word speech in young children. In S. Kita (Ed.), Pointing: Where language, culture, and cognition meet (pp. 85-107). Hillsdale, NJ: Erlbaum.
32. Goldin-Meadow, S., Goodrich, W., Sauer, E., & Iverson, J. M. (2007). Young children use their hands to tell their mothers what to say. Developmental Science, 10, 778-785.
33. Goldin-Meadow, S., Seligman, M. E. P., & Gelman, R. (1976). Language in the two-year-old:Receptive and productive stages. Cognition, 4, 189-202.
34. Goldstone, R. L., & Barsalou, L. W. (1998). Reuniting perception and cognition. Cognition, 65, 231-262.
35. Golinkoff, R. M. (1986). "I beg your pardon?": The preverbal negotiation of failed messages. Journal of Child Language, 13, 455-476.
36. Gullberg, M., Hendricks, H., & Hickmann, M. (2008). Learning to talk and gesture about motion in French. First Language, 28, 200-236.
37. Huttenlocher, J., & Smiley, P. (1987). Early word meanings: The case of object names. Cognitive Psychology, 19, 63-89.
38. Iverson, J. M., Capirci, O., & Caselli, M. C. (1994). From communication to language in twomodalities. Cognitive Development, 9, 23-43.
39. Iverson, J. M., Capirci, O., Volterra, V., & Goldin-Meadow, S. (2008). Learning to talk in a gesture-rich world: Early communication in Italian vs. American children. First Language, 28, 164-181.
40. Iverson, J. M., & Goldin-Meadow, S. (2005). Gesture paves the way for language development. Psychological Science, 16, 368-371.
41. Johnston, J. C., Durieux-Smith, A., & Bloom, K. (2005). Teaching gestural signs to infants to advance child development: A review of the evidence. First Language, 25, 235-251.
42. Ketrez, N. F., & Aksu-Koc¸, A. (2009). Early nominal morphology: Emergence of case and number. In M. Voeikova & U. Stephany (Eds.), The development of number and case in the first language acquisition: A crosslinguistic perspective (pp. 15-48) Berlin: Mouton de Gruyter.
43. Kita, S., & Özyürek, A. (2003). What does crosslinguistic variation in semantic coordination of speech and gesture reveal? Evidence for an interface representation of spatial thinking and speaking. Journal of Memory and Language, 48, 16-32.
44. Küntay, A., & Slobin, D. I. (1996). Listening to a Turkish mother: Some puzzles for acquisition. In D. I. Slobin, J. Gerhardt, A. Kyratzis, & J. Guo (Eds.), Social interaction, social context and language (pp. 265-286). Mahwah, NJ: Erlbaum.
45. Leslie, A. M. (1987). Pretense and representation: The origins of theory of mind. Psychological Review, 94, 412-426.
46. Lillard, A. S. (1993). Pretend play skills and the child's theory of mind. Child Development, 64, 348-371.
47. Lizkowski, U. (2010). Deictic and other gestures in infancy: Deicticos y otros gestos en la infancia. Accion Psicologica, 7, 21-33.
48. Markman, E. M. (1989). Categorization and naming in children: Problems of induction. Cambridge, MA: MIT Press.
49. Masur, E. F. (1982). Mothers' responses to infants' object-related gestures: Influences on lexical development. Journal of Child Language, 9, 23-30.
50. McNeill, D. (1992). Hand and mind: What gestures reveal about thought. Chicago: University of Chicago Press.
51. Meier, R. P., & Newport, E. L. (1990). Out of the hands of babes: On a possible sign advantage in language acquisition. Language, 66, 1-23.
52. Namy, L. L. (2001). What's in a name when it isn't a word? 17-month-olds' mapping of nonverbal symbols to object categories. Infancy, 2, 73-86.
53. Namy, L. L. (2008). Recognition of iconicity does not come for free. Developmental Science, 11, 841-846.
54. Namy, L. L., Campbell, A. L., & Tomasello, M. (2004). The changing role of iconicity in non-verbal symbol learning: A U-Shaped trajectory in the acquisition of arbitrary gestures. Journal of Cognition and Development, 5, 37-57.
55. Namy, L. L., & Waxman, S. (1998). Words and symbolic gestures: Infants' interpretations of different forms of symbolic reference. Child Development, 69, 295-308.
56. Nelson, K. (1973). Structure and strategy in learning to talk. Monographs of the Society for Research in Child Development, 38, 1-136.
57. Orlansky, M. D., & Bonvillian, J. D. (1984). The role of iconicity in early sign language acquisition. Journal of Speech and Hearing Disorders, 49, 287-292.
58. Özc¸alişkan, Ş. (2009). Learning to talk about spatial motion in language-specific ways. In J. Guo, E. Lieven, S. Ervin-Tripp, N. Budwig, K. Nakamura, & Ş. Özc¸alişkan (Eds.), Cross-linguistic approaches to the psychology of language: Research in the tradition of Dan Isaac Slobin (pp. 263-276). New York: Erlbaum.
59. Özc¸alişkan, Ş., & Goldin-Meadow, S. (2005a). Gesture is at the cutting edge of early language development. Cognition, 96, B101-B113.
60. Özc¸alişkan, Ş., & Goldin-Meadow, S. (2005b). Do parents lead their children by the hand? Journal of Child Language, 32, 481-505.
61. Özc¸alişkan, Ş., & Goldin-Meadow, S. (2009). When gesture-speech combinations do and do not index linguistic change. Language and Cognitive Processes, 28, 190-217.
62. Özc¸alişkan, Ş., & Goldin-Meadow, S. (2010). Sex differences in language first appear in gesture. Developmental Science, 13, 752-760.
63. Özc¸alişkan, Ş., & Goldin-Meadow, S. (2011). Is there an iconic gesture spurt at 26 months? In G. Stam & M. Ishino (Eds.), Integrating gestures: The interdisciplinary nature of gesture. Amsterdam: John Benjamins.
64. Özc¸alişkan, Ş., & Slobin, D. I. (1999). Learning "how to search for the frog": Expression of manner of motion in English, Spanish and Turkish. In A. Greenhill, H. Littlefield, & C. Tano (Eds.), Proceedings of the 23rd Boston University Conference on Language Development (pp. 541-552). Somerville, MA: Cascadilla Press.
65. Pae, S. (1993). Early vocabulary in Korean: Are nouns easier to learn than verbs? Unpublished doctoral dissertation, University of Kansas, Lawrence.
66. Peirce, C. S. (1960). Collected papers of Charles Sanders Peirce. C. Hartshorne, P. Weiss & A. Birks (Eds.). Cambridge, MA: Harvard University Press.
67. Pettenati, P., Stefanini, S., & Volterra, V. (2010). Motoric characteristics of representational gestures produced by young children in a naming task. Journal of Child Language, 37, 887-911.
68. Piaget, J. (1962). Play, dreams and imitation in childhood. New York: Norton.
69. Pine, J. M., Lieven, E. V. M., & Rowland, C. (1996). Observational and checklist measures of vocabulary composition: What do they mean? Journal of Child Language, 23, 573-589.
70. Schieffelin, B. B. (1985). The acquisition of Kaluli. In D. I. Slobin (Ed.), The cross-linguistic study of language acquisition (Vol. 1, pp. 525-593). Hillsdale, NJ: Erlbaum.
71. Slobin, D. I. (2004). The many ways to search for a frog: Linguistic typology and the expression of motion events. In S. Strömqvist & L. Verhoeven (Eds.), Relating events in narrative: Typological and contextual perspectives (pp. 219-257). Mahwah, NJ: Erlbaum.
72. Talmy, L. (1975). Semantics and syntax of motion. In J. Kimball (Ed.), Syntax and semantics (Vol. 4, pp. 181-238). New York: Academic Press.
73. Talmy, L. (1983). How language structures space. In H. Pick & L. Acredolo (Eds.), Spatial orientation: Theory, research, and application (pp. 225-282). New York: Plenum Press.
74. Talmy, L. (2000). Toward a cognitive semantics: Vol. 2. Typology and process in concept structuring. Cambridge, MA: MIT Press.
75. Tardiff, T. (1996). Nouns are not always learned before verbs: Evidence from Mandarin speakers' early vocabularies. Developmental Psychology, 32, 492-504.
76. Tardiff, T., Gelman, S. A., & Xu, F. (1999). Putting the "noun bias" in context: A comparison of Mandarin and English. Child Development, 70, 620-635.
77. Tolar, T. D., Lederberg, A. R., Gokhale, S., & Tomasello, M. (2007). The development of the ability to recognize the meaning of iconic signs. Journal of Deaf Studies and Deaf Education, 13, 225-240.
78. Tomasello, M. (2008). Origins of human communication. Cambridge, MA: MIT Press.
79. Volterra, V., Caselli, M. C., Capirci, O., & Pizzuto, E. (2005). Gesture and the emergence and development of language. In D. Slobin & M. Tomasello (Eds.), Beyond nature-nurture: Essays in honor of Elizabeth Bates (pp. 3-40). Mahwah, NJ: Erlbaum.
80. Volterra, V., & Iverson, J. M. (1995). When do modality factors affect the course of language acquisition? In K. Emmorey & J. S. Reilly (Eds.), Language, gesture, and space (pp. 371-390). Hillsdale, NJ: Erlbaum.
81. Werner, H., & Kaplan, B. (1963). Symbol formation: An organismic developmental approach to language and the expression of thought. New York: Wiley.
82. Woolfe, T., Herman, R., Roy, P., & Woll, B. (2010). Early vocabulary development in deaf native signers: A British Sign Language adaptation of the communicative development inventories. Journal of Child Psychology and Psychiatry, 51, 322-331.
83. Zheng, M., & Goldin-Meadow, S. (2002). Thought before language: How deaf and hearing children express motion events across cultures. Cognition, 85, 145-175.