Book contents
- Narrative Development in Young Children
- Narrative Development in Young Children
- Copyright page
- Dedication
- Contents
- Figures
- Tables
- Preface
- Book part
- 1 Toward an embodied account of narrative development
- Part I Narratives as symbol formation
- Part II Social sources of cohesion
- Part III Gestures, cohesion, and narrative development
- Appendix 1 Method of transcription of Ella's speech and gestures
- Appendix 2 Ella and father's description of Rosie and Jim episodes
- References
- Index
- References
References
Published online by Cambridge University Press: 05 June 2015
Book contents
- Narrative Development in Young Children
- Narrative Development in Young Children
- Copyright page
- Dedication
- Contents
- Figures
- Tables
- Preface
- Book part
- 1 Toward an embodied account of narrative development
- Part I Narratives as symbol formation
- Part II Social sources of cohesion
- Part III Gestures, cohesion, and narrative development
- Appendix 1 Method of transcription of Ella's speech and gestures
- Appendix 2 Ella and father's description of Rosie and Jim episodes
- References
- Index
- References
Summary
A summary is not available for this content so a preview has been provided. Please use the Get access link above for information on how to access this content.
- Type
- Chapter
- Information
- Narrative Development in Young ChildrenGesture, Imagery, and Cohesion, pp. 226 - 234Publisher: Cambridge University PressPrint publication year: 2015
References
Abrahamsen, A. (2000). Explorations of enhanced gestural input to children in the bimodal period. In Emmorey, K. and Lane, H. (eds.), The signs of language revisited: An anthology to honor Ursula Bellugi and Edward Klima (pp. 357–399). Hillsdale, NJ: Erlbaum.Google Scholar
Acredolo, L. P. and Goodwin, S. W. (1990). Sign language in babies: The significance of symbolic gesturing for understanding language development. In Vasta, R. (ed.), Annals of Child Development, vol. VII (pp. 1–42). London: Jessica Kingsley Publishers.Google Scholar
American Psychiatric Association (1994). Diagnostic and statistical manual of mental disorders, 4th edn. Washington, DC: American Psychiatric Association.Google Scholar
Astington, J. and Jenkins, J. M. (1999). A longitudinal study of the relation between language and theory-of-mind development. Developmental Psychology, 35(5), 1311–1320.CrossRefGoogle ScholarPubMed
Bamberg, M. and Damrad-Frye, R. (1991). On the ability to provide evaluative comments: Further explorations of children's narrative competencies. Journal of Child Language, 18(3), 688–710.CrossRefGoogle ScholarPubMed
Bannard, C., Lieven, E., and Tomasello, M. (2009). Modeling children's early grammatical knowledge. Proceedings of the National Academy of Sciences, 106, 17284–17289.CrossRefGoogle ScholarPubMed
Baron-Cohen, S. (1990). Autism: A specific cognitive disorder of “mind-blindness.” International Review of Psychiatry, 2, 79–88.CrossRefGoogle Scholar
Bartlett, F. C. (1932). Remembering: A study in experimental and social psychology. Cambridge University Press.Google Scholar
Bates, E. and Dick, F. (2002). Language, gesture and the developing brain. Developmental Psychobiology: Special issue on “Converging method approach to the study of developmental science,” 40, 293–310.CrossRefGoogle ScholarPubMed
Bennett-Kastor, T. (1986). Cohesion and predication in child narrative. Journal of Child Language, 13, 353–370.CrossRefGoogle ScholarPubMed
Berman, R. and Slobin, D. I. (1994). Relating events narrative: A crosslinguistic developmental study. Hillsdale, NJ: Lawrence Erlbaum Associates.Google Scholar
Berman, R. A. (2004). The role of context in developing narrative abilities. In Strömqvist, S. and Verhoeven, L. (eds.), Relating events in narrative, Volume II: Typological and contextual perspectives (pp. 261–280). Mahwah, NJ: Lawrence Erlbaum Associates.Google Scholar
Binkofski, F., Amunts, K., Stephan, K. M., Posse, S., Schormann, T., and Freund, H. J. (2000). Broca's region subserves imagery of motion: A combined cytoarchitectonic and fMRI study. Human Brain Mapping, 11, 273–285.3.0.CO;2-0>CrossRefGoogle Scholar
Blumenthal, A. (1970). Language and psychology: Historical aspects of psycholinguistics. New York: John Wiley and Sons Ltd.Google Scholar
Bonda, E., Petrides, M., and Evans, A. C. (1994). Frontal cortex involvement in organized sequence of hand movements: Evidence from positron emission tomography study. Society for Neuroscience Abstracts, 20, 353.Google Scholar
Bowerman, M. and Brown, P. (eds.) (2008). Crosslinguistic perspectives on argument structure: Implications for learnability. New York: Taylor and Francis.Google Scholar
Bruner, J. and Feldman, C. (1993). Theories of mind and the problem of autism. In Baron-Cohen, S., Tager-Flusberg, H., and Cohen, D. J. (eds.), Understanding other minds: Perspectives from autism (pp. 267–291). New York: Oxford University Press.Google Scholar
Bruner, J. and Luciarello, J. (1989). Monologue as narrative recreation of the world. In Nelson, K. (ed.), Narratives from the crib (pp. 234–308). Cambridge, MA: Harvard University Press.Google Scholar
Bruner, J. S. (1986). Actual minds, possible worlds. Cambridge, MA: Harvard University Press.CrossRefGoogle Scholar
Bühler, K. (1982). The deictic field of language and deictic words. In Jarvella, R. J. and Klein, W. (eds.), Speech, place, and action (pp. 9–30). Chichester: Wiley.Google Scholar
Butcher, C. and Goldin-Meadow, S. (2000). Gesture and the transition from one- to two-word speech: When hand and mouth come together. In McNeill, D. (ed.), Language and gesture (pp. 235–257). Cambridge University Press.CrossRefGoogle Scholar
Capirci, O. and Volterra, V. (2008). Gesture and speech: The emergence and development of a strong and changing partnership. Gesture, 8, 22–44.CrossRefGoogle Scholar
Capirci, O., Contaldo, A., Caselli, M. C., and Volterra, V. (2005). From action to language through gesture: A longitudinal perspective. Gesture, 5, 155–177.Google Scholar
Capirci, O., Iverson, J. M., Pizzuto, E., and Volterra, V. (1996). Gestures and words during the transition to two-word speech. Journal of Child Language, 23, 645–674.CrossRefGoogle Scholar
Capps, L., Losh, M., and Thurber, C. (2000). “The frog ate the bug and made his mouth sad”: Narrative competence in children with autism. Journal of Abnormal Child Psychology, 28(2), 193–204.CrossRefGoogle ScholarPubMed
Colletta, J. M., Pellenq, C., and Guidetti, M. (2010). Age-related changes in co-speech gesture and narrative: Evidence from French children and adults. Speech Communication, 52(6), 565–576.CrossRefGoogle Scholar
Crowder, E. M. (1996). Gestures at work in sense-making science talk. Journal of the Learning Sciences, 5(3), 173–208.CrossRefGoogle Scholar
Daneš, F. (1974). Functional sentence perspective and the organization of the text. In Daneš, F. (ed.), Papers on Functional Sentence Perspective (pp. 106–128), Prague: Academia.CrossRefGoogle Scholar
Deacon, T. W. (1997). The symbolic species: The co-evolution of language and the brain. New York: W. W. Norton.Google Scholar
deVilliers, J. (2000). Language and theory of mind: What are the developmental relationships? In Baron-Cohen, S., Tager-Flusberg, H., and Cohen, D. J. (eds.), Understanding other minds: Perspective from developmental cognitive neuroscience (pp. 83–123). New York: Oxford University Press.Google Scholar
Dore, J. (1989). Monologue as reenvoicement of dialogue. In Nelson, K. (ed.), Narratives from the crib (pp. 231–260). Cambridge, MA: Harvard University Press.Google Scholar
Dray, N. L. and McNeill, D. (1990). Gestures during discourse: The contextual structuring of thought. In Tsohatzidis, S. L. (ed.), Meanings and prototypes: studies in linguistic categorization (pp. 465–487). London: Routledge.Google Scholar
Enfield, N. J. (2001). “Lip-pointing”: A discussion of form and function with reference to data from Laos. Gesture, 1, 185–211.CrossRefGoogle Scholar
Feldman, C. (1988). Early forms of thought about thoughts: Some simple linguistic expressions of mental state. In Astington, J. W. H., Harris, P. L., and Olson, D. R. (eds.), Developing theories of mind (pp. 126–137). Cambridge University Press.Google Scholar
Firbas, J. (1971). On the concept of communicative dynamism in the theory of functional sentence perspective. Brno Studies in English, 7, 12–47.Google Scholar
Forrester, M. (2002). Appropriating cultural conceptions of childhood: Participation in conversation. Childhood: A Global Journal of Child Research, 9(3), 255–278.CrossRefGoogle Scholar
Forrester, M. (2008). The emergence of self-repair: A case study of one child during the preschool years. Research on Language and Social Interaction, 41, 97–126.CrossRefGoogle Scholar
Forrester, M. (2014). Early social interaction: A case comparison of developmental pragmatics and psychoanalytic theory. Cambridge University Press.CrossRefGoogle Scholar
Gelb, A. and Goldstein, K. (1925). Über farbennamenamnesie. Psychologische Forschung, 6, 127–186.CrossRefGoogle Scholar
Gerhardt, J. (1989). Monologue as a speech genre. In Nelson, K. (ed.), Narratives from the crib (pp. 171–230). Cambridge, MA: Harvard University Press.Google Scholar
Givón, T. (1985). Iconicity, isomorphism and non-arbitrary coding in syntax. In Haiman, J. (ed.), Iconicity in syntax (pp. 187–219). Amsterdam: John Benjamins.CrossRefGoogle Scholar
Glick, J. (1983). Piaget, Vygotsky, and Werner. In Wapner, S. and Kaplan, B. (eds.), Toward an holistic developmental psychology (pp. 35–52). Hillsdale, NJ: Lawrence Erlbaum Associates.Google Scholar
Glick, J. (1992). Werner's relevance for contemporary developmental psychology. Developmental Psychology, 28(4), 558–565.CrossRefGoogle Scholar
Goldberg, A. (1995). Constructions: A construction grammar approach to argument structure. University of Chicago Press.Google Scholar
Goldberg, A. (2006). Constructions at work: The nature of generalizations in language. Oxford University Press.Google Scholar
Goldin-Meadow, S. and Butcher, C. (2003). Pointing toward two-word speech in young children. In Kita, S. (ed.), Pointing: Where language, culture, and cognition meet (pp. 85–107). Mahwah, NJ: Erlbaum Associates.Google Scholar
Goldin-Meadow, S. and Iverson, J. M. (2010). Gesturing across the life span. In Lerner, R. M. and Overton, W. F. (eds.), The handbook of life-span development, Volume I: Cognition, biology, and methods (pp. 754–791). Hoboken, NJ: John Wiley & Sons.Google Scholar
Greenfield, P. M. and Smith, J. H. (1976). The structure of communication in early language development. New York: Academic Press.Google Scholar
Gullberg, M., de Bot, K., and Volterra, V. (2008). Gestures and some key issues in the study of language development. Gesture, 8, 149–179.CrossRefGoogle Scholar
Hickmann, M. (2003). Children's discourse: Person, space and time across languages. Cambridge University Press.Google Scholar
Hickmann, M. (2004). Coherence, cohesion, and context: Some comparative perspectives in narrative development. In Strömqvist, S. and Verhoeven, L. (eds.), Relating events in narrative, Volume II: Typological and contextual perspectives (pp. 281–306). Mahwah, NJ: Lawrence Erlbaum Associates.Google Scholar
Hicks, D. (1991). Kinds of narrative: Genre skills among first graders from two communities. In McCabe, A. and Peterson, C. (eds.), Developing narrative structure (pp. 55–87). Hillsdale, NJ: Erlbaum.Google Scholar
Horwitz, B., Amunts, K., Bhattacharyya, R., Patkin, D., Jeffries, K., Zilles, K., and Braun, A. R. (2003). Activation of Broca's area during the production of spoken and signed language: A combined cytoarchitectonic mapping and PET analysis. Neuropsychologia, 41, 868–876.CrossRefGoogle Scholar
Iverson, J. M. (2010). Developing language in a developing body: The relationship between motor development and language development. Journal of Child Language, 37(2), 229–261.CrossRefGoogle Scholar
Iverson, J. M. and Thelen, E. (1999). Hand, mouth and brain: The dynamic emergence of speech and gesture. Journal of Consciousness Studies, 6, 19–40.Google Scholar
Jakobson, R. (1960). Closing statement: Linguistics and poetics. In Sebeok, T. A. (ed.), Style in language (pp. 350–377). Cambridge, MA: Technology Press of Massachusetts Institute of Technology and John Wiley & Sons.Google Scholar
Jakobson, R. (1962). Anthony's contribution to linguistic theory. In Weir, R. (ed.), Language in the crib (pp. 18–20). The Hague: Mouton.Google Scholar
Johnson, M. (2007). The meaning of the body: Aesthetics of human understanding. University of Chicago Press.CrossRefGoogle Scholar
Jolliffe, T. and Baron-Cohen, S. (1999). A test of central coherence theory: Linguistic processing in high-functioning adults with autism or Asperger syndrome: Is local coherence impaired? Cognition, 71, 149–185.CrossRefGoogle ScholarPubMed
Kana, R. K., Keller, T. A., Cherkassky, V. L., Minshew, N. J., and Just, M. A. (2006). Sentence comprehension in autism: Thinking in pictures with decreased functional connectivity. Brain, 129(Pt. 9), 2484–2493.CrossRefGoogle ScholarPubMed
Karmiloff, K. and Karmiloff-Smith, A. (2001). Pathways to language: From fetus to adolescent (The developing child). Cambridge, MA: Harvard University Press.Google Scholar
Karmiloff-Smith, A. (1979). Micro- and macrodevelopmental changes in language acquisition and other representational systems. Cognitive Science, 3(2), 91–117.CrossRefGoogle Scholar
Karmiloff-Smith, A. (1986). From meta-processes to conscious access: Evidence from children's metalinguistic and repair data. Cognition, 23(2), 95–147.CrossRefGoogle ScholarPubMed
Kendon, A. (1980). Gesticulation and speech: Two aspects of the process of utterance. In Key, M. R. (ed.), The relationship of verbal and nonverbal communication (pp. 207–227). The Hague: Mouton and Co.CrossRefGoogle Scholar
Kendon, A. (2004). Gesture: Visible action as utterance. Cambridge University Press.CrossRefGoogle Scholar
Kita, S. and Özyürek, A. (2003). What does cross-linguistic 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.CrossRefGoogle Scholar
Labov, W. (2006). Narrative pre-construction. Narrative Inquiry, 16(1), 37–45.CrossRefGoogle Scholar
Levelt, W., Roelofs, A., and Meyer, A. S. (1999). A theory of lexical access in speech production. Behavioral and Brain Sciences, 22, 1–75.CrossRefGoogle ScholarPubMed
Levelt, W. J. M. (1989). Working models of perception: Five general issues. In Elsendoorn, B. A. G. and Bouma, H. (eds.), Working models of human perception (pp. 489–503). San Diego, CA: Academic Press.CrossRefGoogle Scholar
Levy, E. (1989). Monologue as the development of the text-forming function of language. In Nelson, K. (ed.), Narratives from the crib (pp. 123–170). Cambridge, MA: Harvard University Press.Google Scholar
Levy, E. and Nelson, K. (1994). Words in discourse: A dialectical approach to the acquisition of meaning and use. Journal of Child Language, 21, 367–389.CrossRefGoogle Scholar
Levy, E. T. (1999). A social-pragmatic account of the development of planned discourse. Human Development, 42, 225–246.CrossRefGoogle Scholar
Levy, E. T. (2003). The roots of coherence in discourse. Human Development, 46, 169–188.CrossRefGoogle Scholar
Levy, E. T. (2007). The construction of a temporally coherent narrative by an autistic adolescent: Co-contributions of speech, enactment and gesture. In Duncan, S. D., Cassell, J., and Levy, E. T. (eds.), Gesture and the dynamic dimension of language: Essays in honor of David McNeill (pp. 286–301). Amsterdam: John Benjamins.Google Scholar
Levy, E. T. (2008). Pre-construction of third-person elicited narratives: Relationships between short- and long-term language change. Narrative Inquiry, 18, 274–298.Google Scholar
Levy, E. T. (2008–2009). The mediation of coherent discourse by kinesthetic reenactment: A case study of an autistic adolescent, part II. Imagination, Cognition and Personality, 29(1), 41–70.CrossRefGoogle Scholar
Levy, E. T. (2011). Constructing and pre-constructing coherent accounts of the social world. Narrative Inquiry, 21(1), 151–174.CrossRefGoogle Scholar
Levy, E. T. and Fowler, C. A. (2004–2005). How autistic children may use narrative discourse to scaffold coherent interpretations of events: A case study. Imagination, Cognition and Personality, 23(3), 207–244.Google Scholar
Levy, E. T. and McNeill, D. (1992). Speech, gesture, and discourse. Discourse Processes, 15, 227–301.CrossRefGoogle Scholar
Levy, E. T. and McNeill, D. (2013). Narrative development as symbol formation: Gestures, imagery and the emergence of cohesion. Culture and Psychology, 19(4), 548–569.CrossRefGoogle Scholar
Lewis, M. D. (2002). Interacting time scales in personality (and cognitive) development: Intentions, emotions, and emergent forms. In Granott, N. and Parziale, J. (eds.), Microdevelopment: Transition processes in development and learning (pp. 183–212). Cambridge University Press.CrossRefGoogle Scholar
Loveland, T. (2001). Toward an ecological theory of autism. In Burack, J. A., Charman, T., Yurmiya, N., and Zelazo, P. R. (eds.), The development of autism: Perspectives from theory and research (pp. 15–34). New Jersey: Erlbaum.Google Scholar
Loveland, T. and Tunali, B. (1993). Narrative language in autism and the theory of mind hypothesis. In Baron-Cohen, S., Tager-Flusberg, H., and Cohen, D. J. (eds.), Understanding other minds: Perspectives from autism (pp. 247–266). Oxford University Press.Google Scholar
MacNeilage, P. F. (2008). The frame/content theory of evolution of speech: A comparison with a gestural-origins alternative. Interaction Studies, 6, 173–199.CrossRefGoogle Scholar
MacWhinney, B. (2000). The CHILDES project: Tools for analyzing talk, 3rd edn. Mahwah, NJ: Lawrence Erlbaum Associates.Google Scholar
Mandler, J. M. and Johnson, N. S. (1977). Remembrance of things parsed: Story structure and recall. Cognitive Psychology, 9, 111–151.CrossRefGoogle Scholar
Marslen-Wilson, W. D. (1987). Functional parallelism in spoken word-recognition. Cognition, 25(1–2), 71–102.CrossRefGoogle ScholarPubMed
McCabe, A. (1997). Developmental and cross-cultural aspects of children's narration. In Bamberg, M. (ed.), Narrative development: Six approaches (pp. 137–174). Mahwah, NJ: Erlbaum.Google Scholar
McCabe, A. and Peterson, C. (1991). Getting the story: A longitudinal study of parental styles in eliciting narratives and developing narrative skill. In McCabe, A. and Peterson, C. (eds.), Developing narrative structure (pp. 217–253). Hillsdale, NJ: Erlbaum.Google Scholar
McCabe, A. and Peterson, C. (1997). Meaningful “mistakes”: The systematicity of children's connectives in narrative discourse and the social origins of this usage about the past. In Costermans, J. and Fayol, M. (eds.), Processing interclausal relationships: Studies in the production and comprehension of text (pp. 139–154). Mahwah, NJ: Lawrence Erlbaum Associates.Google Scholar
McCune, L. (2008). How children learn to learn language. New York: Oxford University Press.CrossRefGoogle Scholar
McKeough, A. (2000). Building on the oral tradition: How story composition and comprehension develop. In Astington, J. (ed.), Minds in the making: Essays in honor of David R. Olson (pp. 98–114). Cambridge: Blackwell.Google Scholar
McKeough, A. and Sanderson, A. (1996). Teaching storytelling: A microgenetic analysis of developing narrative competency. Journal of Narrative and Life History, 6(2), 157–192.CrossRefGoogle Scholar
McNeill, D. (1992). Hand and mind: What gestures reveal about thought. University of Chicago Press.Google Scholar
McNeill, D. (2012). How language began: Gesture and speech in human evolution. Cambridge University Press.CrossRefGoogle Scholar
McNeill, D. (2014). Gesture–speech unity: Phylogenesis, ontogenesis, and microgenesis. Language, Interaction, and Acquisition, 5(2), 137–184.CrossRefGoogle Scholar
McNeill, D. and Duncan, S. (2000). Growth points in thinking for speaking. In McNeill, D. (ed.), Language and gesture (pp. 141–161). Cambridge University Press.CrossRefGoogle Scholar
McNeill, D. and Levy, E. T. (1982). Conceptual representations in language activity and gesture. In Jarvella, R. J. and Klein, W. (eds.), Speech, place, and action (pp. 271–296). Chichester: John Wiley & Sons Ltd.Google Scholar
McNeill, D. and Levy, E. T. (1993). Cohesion and gesture. Discourse Processes, 16, 363–386.CrossRefGoogle Scholar
McNeill, D., Levy, E. T., and Duncan, S. (2015). Gesture and discourse. In Tannen, D., Schiffrin, D., and Hamilton, H. (eds.), Handbook of discourse analysis, 2nd edn. Oxford: Wiley-Blackwell.Google Scholar
Mead, G. H. (1974). Mind, self, and society from the standpoint of a social behaviorist. Ed. and introd. Morris, C. W.. University of Chicago Press.Google Scholar
Michaels, S. (1991). The dismantling of narrative. In McCabe, A. and Peterson, C. (eds.), Developing narrative structure (pp. 303–350). Hillsdale, NJ: Erlbaum.Google Scholar
Moerk, E. L. and Moerk, C. (1979). Quotations, imitations, and generalizations: Factual and methodological analyses. International Journal of Behavioral Development, 2, 43–72.CrossRefGoogle Scholar
Morgan, G. (2005). Transcription of child sign language: A focus on narrative. Sign Language and Linguistics, 8(1–2), 117–128.Google Scholar
Nelson, K. (1989a). Introduction: Monologues in the crib. In Nelson, K. (ed.), Narratives from the crib (pp. 1–23). Cambridge, MA: Harvard University Press.Google Scholar
Nelson, K. (ed.). (1989b). Narratives from the crib. Cambridge, MA: Harvard University Press.Google Scholar
Nelson, K. (1989c). Representation of real-life experience. In Nelson, K. (ed.), Narratives from the crib (pp. 27–72). Cambridge, MA: Harvard University Press.Google Scholar
Nelson, K. (1991). The matter of time: Interdependencies between language and thought in development. In Gelman, S. A. and Byrnes, J. P. (eds.), Perspectives on language and cognition: Interrelations in development (pp. 278–318). New York: Cambridge University Press.Google Scholar
Nelson, K. (1996). Language in cognitive development: The emergence of the mediated mind. Cambridge University Press.CrossRefGoogle Scholar
Nelson, K. (2006). Advances in pragmatic developmental theory: The case of language acquisition: Essay review of Constructing a language: A usage-based theory of language acquisition by M. Tomasello. Human Development, 49, 184–188.CrossRefGoogle Scholar
Nelson, K., Plesa, D., and Henseler, S. (1998). Children's theory of mind: An experiential interpretation. Human Development, 41, 7–29.CrossRefGoogle Scholar
Nishitani, N. and Hari, R. (2000). Temporal dynamics of cortical representation for action. Proceedings of the National Academy of Sciences, 97, 913–918.CrossRefGoogle ScholarPubMed
Nishitani, N., Schürmann, M., Amunts, K., and Hari, R. (2005). Broca's region: From action to language. Physiology, 20, 60–69.CrossRefGoogle ScholarPubMed
Ochs, E. (1979). Planned and unplanned discourse. In Givón, T. (ed.), Syntax and semantics, Volume XII: Discourse and syntax (pp. 51–80). New York: Academic Press.Google Scholar
Ochs, E. and Solomon, D. (2005). From the outside-in: Practical logic and autism. In Edgerton, R. and Casey, C. (eds.), A companion to psychological anthropology: Modernity and psychocultural change (pp. 140–167). Oxford: Blackwell.CrossRefGoogle Scholar
Özçaliskan, Ş. and Goldin-Meadow, S. (2009). When gesture–speech combinations do and do not index linguistic change. Language and Cognitive Processes, 24, 190–217.CrossRefGoogle Scholar
Parrill, F. (2008). Subjects in the hands of speakers: An experimental study of syntactic subject and speech–gesture integration. Cognitive Linguistics, 19(2), 283–299.CrossRefGoogle Scholar
Parrill, F. (2011). The relation between the encoding of motion event information and viewpoint in English-accompanying gestures. Gesture, 11, 61–80.CrossRefGoogle Scholar
Peterson, C. and Dodsworth, P. (1991). A longitudinal analysis of young children's cohesion and noun specification in narratives. Journal of Child Language, 18, 397–415.CrossRefGoogle ScholarPubMed
Peterson, C. and McCabe, A. (1983). Developmental psycholinguistics: Three ways of looking at a child's narrative. New York: Plenum.CrossRefGoogle Scholar
Pine, J. M., Rowland, C. F., Lieven, E. V. M., and Theakston, A. L. (2005). Testing the agreement/tense omission model: Why the data on children's use of non-nominative 3psg subjects count against the ATOM. Journal of Child Language, 32, 269–289.CrossRefGoogle ScholarPubMed
Pitcher, E. G. and Prelinger, E. (1963). Children tell stories: An analysis of fantasy. New York: International Universities Press.Google Scholar
Rowe, M. and Goldin-Meadow, S. (2009). Differences in early gesture explain SES disparities in child vocabulary size at school entry. Science, 323, 951–953.CrossRefGoogle ScholarPubMed
Sahin, N. T., Pinker, S., Cash, S. S., Schomer, D., and Halgren, E. (2009). Sequential processing of lexical, grammatical and phonological information within Broca's area. Science, 326, 445–449.CrossRefGoogle ScholarPubMed
Saussure, F. (1959). Course in general linguistics. Ed. Bally, C. and Sechehaye, A., trans. Baskin, W.. New York: The Philosophical Library.Google Scholar
Silverstein, M. (1976). Hierarchy of features and ergativity. In Dixon, R. M. W. (ed.), Grammatical categories in Australian languages (pp. 112–171). Canberra: Australian Institute of Aboriginal Studies.Google Scholar
Silverstein, M. (1985). The culture of language in Chinookan narrative texts; or, on saying that…in Chinook. In Nichols, J. and Woodbury, A. (eds.), Grammar inside and outside the clause. Cambridge University Press.Google Scholar
Silverstein, M. (2003). Indexical order and the dialectics of sociolinguistic life. Language and Communication, 23(3), 193–229.CrossRefGoogle Scholar
Singer, M., Radinsky, J., and Goldman, S. R. (2008). The role of gesture in meaning construction. Discourse Processes, 45, 363–386.CrossRefGoogle Scholar
Stein, N. and Glenn, C. (1979). An analysis of story comprehension in elementary school children. In Freedle, R. O. (ed.), New directions in discourse processing (pp. 53–120). Norwood, NJ: Ablex.Google Scholar
Stein, N. L. and Albro, E. R. (1997). Building complexity and coherence: Children's use of goal-structured knowledge in telling stories. In Bamberg, M. (ed.), Narrative development: Six approaches (pp. 5–44). Mahwah, NJ: Lawrence Erlbaum Associates.Google Scholar
Strömqvist, S. and Verhoeven, L. (eds.) (2004). Relating events in narrative, Volume II: Typological and contextual perspectives. Mahwah, NJ: Lawrence Erlbaum Associates.CrossRefGoogle Scholar
Sutton-Smith, B. (1981). The folkstories of children. Philadelphia: University of Pennsylvania Press.CrossRefGoogle Scholar
Tager-Flusberg, H. (2000). Language and understanding minds: Connections in autism. In Baron-Cohen, S., Tager-Flusberg, H., and Cohen, D. J. (eds.), Understanding other minds: Perspectives from developmental cognitive neuroscience (pp. 124–149). Oxford University Press.Google Scholar
Talmy, L. (2000). Toward a cognitive semantics. Volume II: Typology and process in concept structuring. Cambridge, MA: MIT Press.Google Scholar
Tessler, M. and Nelson, K. (1994). Making memories: The influence of joint encoding on later recall by young children. Consciousness and Cognition, 3(3), 307–326.CrossRefGoogle Scholar
Tomasello, M. (1992). First verbs: A case study of early language development. Cambridge University Press.Google Scholar
Tomasello, M. (2003). Constructing a language: A usage-based theory of language acquisition. Cambridge, MA: Harvard University Press.Google Scholar
Tomasello, M. (2009). The usage-based theory of language acquisition. In Bavin, E. (ed.), The Cambridge handbook of child language (pp. 69–88). Cambridge University Press.CrossRefGoogle Scholar
Vygotsky, L. S. (1934). Myshlenie i rech’ [Thinking and speech]. Moscow-Leningrad: Sozekgiz.Google Scholar
Vygotsky, L. S. (1978). Mind in society: The development of higher psychological processes. Cambridge, MA: Harvard University Press.Google Scholar
Vygotsky, L. S. (1987). The collected works of L. S. Vygotsky, Volume I: Problems of general psychology. New York: Plenum.Google Scholar
Waterhouse, L., Fein, D., and Modahl, C. (1996). Neurofunctional mechanisms in autism. Psychological Review, 103, 457–489.CrossRefGoogle ScholarPubMed
Wertsch, J. V. (1985). Vygotsky and the social formation of mind. Cambridge, MA: Harvard University Press.Google Scholar
Wittenburg, P., Brugman, H., Russel, A., Klassmann, A., and Sloetjes, H. (2006). ELAN: A professional framework for multimodality research. Proceedings of the Fifth International Conference on Language Resources and Evaluation (LREC 2006), 1556–1559. Available at: http://hdl.handle.net/11858/00-001M-0000-0013-1E7E-4 (accessed 12 December 2014).Google Scholar
Xu, J., Gannon, P. J., Emmorey, K., Smith, J. F., and Braun, A. (2009). Symbolic gestures and spoken language are processed by a common neural system. Proceedings of the National Academy of Sciences, 106, 2064–2069.CrossRefGoogle ScholarPubMed
Zinchenko, V. P. (1985). Vygotsky's ideas about units for the analysis of mind. In Wertsch, J. V. (ed.), Culture, communication, and cognition (pp. 94–118). Cambridge University Press.Google Scholar