Skip to main content Accessibility help

We use cookies to distinguish you from other users and to provide you with a better experience on our websites. Close this message to accept cookies or find out how to manage your cookie settings.

Close cookie message
×
Hostname: page-component-cd9895bd7-hc48f Total loading time: 0 Render date: 2024-12-26T01:13:10.254Z Has data issue: false hasContentIssue false

14 - Gesture and First Language Development: The Multimodal Child

from Part III - Gestures and Language

Published online by Cambridge University Press:  01 May 2024

By
Aliyah Morgenstern
Edited by
Alan Cienki
Alan Cienki
Affiliation:
Vrije Universiteit, Amsterdam
Get access

Summary

This chapter presents the role and use of gesture in first language development and its integration in the child’s multimodal communicative system. It includes an overview of theories and methods that have triggered and facilitated the study of gestures in language development. The main issues are illustrated with detailed analyses of examples extracted from longitudinal data in English and French. The human communication system develops in a space of shared meanings in which adults socialize children into language in situated activities; consequently, this overview highlights the crucial role of caregivers in child–adult interactions. We first focus on the role of gestures in adults’ communicative input and then follow children’s development into the use of the adults’ multimodal communicative system. At the end of the developmental process, speech becomes clearly predominant but is both complemented and supplemented by other semiotic resources according to variables such as linguistic context, situation, interlocutor, activity, or discourse genre. Children learn to master the dynamic multimodal communicative system used around them and with them in their daily interactions.

Keywords

child–adult interactionchild languagechild-directed communicationfirst language developmentgesturemultimodalitymultimodal inputpointing
Type
Chapter
Information
The Cambridge Handbook of Gesture Studies , pp. 368 - 397
Publisher: Cambridge University Press
Print publication year: 2024

Access options

Get access to the full version of this content by using one of the access options below. (Log in options will check for institutional or personal access. Content may require purchase if you do not have access.)

References

Abramov, O., Kopp, S., Nemeth, A., Kern, F., Mertens, U., & Rohlfing, K. (2018). Towards a computational model of child gesture-speech production. How information is spread across modalities in pre-school children. Proceedings of KogWis 2018, Darmstadt, Germany. https://pub.uni-bielefeld.de/record/2932018Google Scholar
Airenti, G. (2015). Theory of mind: A new perspective on the puzzle of belief ascription. Frontiers in Psychology, 6, 1184. https://doi.org/10.3389/fpsyg.2015.01184CrossRefGoogle ScholarPubMed
Alamillo, A. R., Colletta, J., & Guidetti, M. (2013). Gesture and language in narratives and explanations: The effects of age and communicative activity on late multimodal discourse development. Journal of Child Language, 40(3), 511–538. https://doi.org/10.1017/S0305000912000062CrossRefGoogle ScholarPubMed
Alibali, M. W., Kita, S., & Young, A. J. (2000). Gesture and the process of speech production: We think, therefore we gesture. Language and Cognitive Processes, 15, 593–613. https://doi.org/10.1080/016909600750040571CrossRefGoogle Scholar
Andrén, M. (2010). Children’s gestures from 18 to 30 months. (Unpublished doctoral dissertation). Lund University, Lund, Sweden.Google Scholar
Arbib, M. A. (2012). How the brain got language: The mirror system hypothesis. Oxford, UK: Oxford University Press.CrossRefGoogle Scholar
Aronsson, K., & Morgenstern, A. (2021). “Bravo!” Co-constructing praise in French family life. Journal of Pragmatics, 173, 1–14. https://doi.org/10.1016/j.pragma.2020.12.002CrossRefGoogle Scholar
Augustine, Saint. (1996). Confessions. Cambridge, MA: Harvard University Press.Google Scholar
Bahrick, L. E., & Pickens., J. N. (1994). Amodal relations: The basis for intermodal perception and learning in infancy. In Lewkowicz, D. J. & Lickliter, R. (Eds.), The development of intersensory perception: Comparative perspectives (pp. 205–233). Mahwah, NJ: Lawrence Erlbaum Associates.Google Scholar
Baldwin, D. A. (1995). Understanding the link between joint attention and language. In Moore, C. & Dunham, P. J. (Eds.), Joint attention: Its origins and role in development (pp. 131–158). Mahwah, NJ: Lawrence Erlbaum Associates.Google Scholar
Bates, E. (1976). Language and context: The acquisition of pragmatics. Cambridge, MA: Academic Press.Google Scholar
Bates, E., Benigni, L., Bretherton, I., Camaioni, L., & Volterra, V. (1979). Cognition and communication from nine to thirteen months: Correlational findings. In Bates, E. (Ed.), The emergence of symbols: Cognition and communication in infancy (pp. 69–140). Cambridge, MA: Academic Press.CrossRefGoogle Scholar
Bates, E. Bretherton, I., & Snyder, L. (1988). From first words to grammar: Individual differences and dissociable mechanisms. Cambridge, UK: Cambridge University Press.Google Scholar
Beaupoil-Hourdel, P., Morgenstern, A., & Boutet, D. (2015). A child’s multimodal negations from 1 to 4: The interplay between modalities. In Larrivée, P. & Lee, C. (Eds.), Negation and polarity: Experimental perspectives (pp. 95–123). New-York, NY: Springer International Publishing.Google Scholar
Booth, A. E., McGregor, K. K., & Rohlfing, K. L. (2008). Socio-pragmatics and attention: Contributions to gesturally guided word learning in toddlers. Language Learning and Development, 4, 179–202. https://doi.org/10.1080/15475440802143091CrossRefGoogle Scholar
Bressem, J., & Müller, C. (2014). A repertoire of German recurrent gestures with pragmatic functions. In Müller, C., Cienki, A., Fricke, E., Ladewig, S., McNeill, D., & Bressem., J. (Eds.). Body - language - communication: An international handbook on multimodality in human interaction (Vol. 2, pp. 1575–1591). Berlin, Germany: De Gruyter Mouton.Google Scholar
Brooks, R., & Meltzoff, A. (2005). The development of gaze following and its relation to language. Developmental Science, 8(6), 535–543. https://doi.org/10.1111/j.1467-7687.2005.00445.xCrossRefGoogle ScholarPubMed
Bruner, J. S. (1975). The ontogenesis of speech acts. Journal of Child Language, 2 (1), 1–19.CrossRefGoogle Scholar
Bruner, J. S. (1978). The role of dialogue in language acquisition. In Sinclair, A., Jarvelle, R. J., & Levelt, W. J. M. (Eds.), The child’s concept of language (pp. 241–256). New York, NY: Springer-Verlag.Google Scholar
Bruner, J. S. (1983). Child’s talk: Learning to use language, 1st Ed. New York, NY: W. W. Norton & Company.Google Scholar
Butcher, C., & 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, UK: Cambridge University Press.CrossRefGoogle Scholar
Capirci, O., Contaldo, A., Caselli, M. C., & Volterra, V. (2005). From action to language through gesture: A longitudinal perspective. Gesture, 5(1–2), 155–177. https://doi.org/10.1075/gest.5.1.12capGoogle Scholar
Capirci, O., Iverson, J., Pizzuto, E., & Volterra, V. (1996). Gestures and words during the transition to two-word speech. Journal of Child Language, 23, 645–673. https://doi.org/10.1017/S0305000900008989CrossRefGoogle Scholar
Capone, N., & McGregor, K. K. (2004) Gesture development: A review for clinical and research practices. Journal of Speech and Hearing Research, 47, 173–186. https://doi.org/10.1044/1092-4388(2004/015)CrossRefGoogle ScholarPubMed
Cienki, A. (2012). Usage events of spoken language and the symbolic units we (may) abstract from them. In Badio, J. and Kosecki, K. (Eds.), Cognitive processes in language (pp. 149–158). Bern, Switzerland: Peter Lang.Google Scholar
Cienki, A. (2017). Ten lectures on spoken language and gesture from the perspective of cognitive linguistics : Issues of dynamicity and multimodality. Leiden, the Netherlands: Brill.CrossRefGoogle Scholar
Clark, E. V., & Estigarribia, B. (2011). Using speech and gesture to introduce new objects to young children. Gesture 11(1), 1–23. https://doi.org/10.1075/gest.11.1.01claCrossRefGoogle Scholar
Cohen, M. (1924). Sur les langages successifs de l’enfant [On the successive languages of children]. In Linguistique de Paris, Société de (eds.), Mélanges linguistiques offerts à M. J. Vendryès par ses amis et ses élèves [Linguistic mixes offered to M. J. Vendryès by his friends and students] (pp. 109–127). Paris, France: E. Champion.Google Scholar
Colletta, J.-M. (2004). Le développement de la parole chez l’enfant [Children’s speech development]. Liège, Belgium: Mardaga.Google Scholar
Colletta, J.-M. (2009). Comparative analysis of children’s narratives at different ages: A multimodal approach. Gesture, 9(1), 61–97. https://doi.org/10.1075/gest.9.1.03colCrossRefGoogle Scholar
Colletta, J.-M., & Pellenq, C. (2009). Multimodal explanations in French children aged from 3 to 11 years. In Nippold, N. & Scott, C. (Eds.), Expository discourse in children, adolescents, and adults. Development and disorders (pp. 63–97). London, UK: Taylor & Francis.Google Scholar
Congdon, E. L., Novack, M., & Goldin-Meadow, S. (2018). Gesture in experimental studies: How videotape technology can advance psychological theory. Organizational Research Methods, 21(2), 489–499. https://doi.org/10.1177/1094428116654548CrossRefGoogle Scholar
Cuxac, C. (2000). La langue des signes française. Les voies de l’iconicité [French Sign Language. The pathways of iconicity]. Paris, France: Ophrys.Google Scholar
Darwin, C. (1872). The expression of the emotions in man and animals. London, UK: John Murray.CrossRefGoogle Scholar
Darwin, C. (1877). A biographical sketch of an infant. Mind, 2(7), 285–294. https://doi.org/10.1093/mind/os-2.7.285CrossRefGoogle Scholar
Debras, C. (2017). The shrug: Forms and meanings of a compound enactment. Gesture, 16(1), 1–34. https://doi.org/10.1075/gest.16.1.01debCrossRefGoogle Scholar
De Laguna, G. (1927). Speech: Its function and development. New Haven, CT: Yale University Press.Google Scholar
Dodane, C., Boutet, D., Didirkova, I., Ouni, S., & Morgenstern, A. (2019). An integrative platform to capture the orchestration of gesture and speech. GeSpIn 2019 – Gesture and Speech in Interaction, Sept. 2019, Paderborn, Germany.Google Scholar
Efron, D. (1972). Gesture and environment. New York, NY: King’s Crown Press. (Original work published 1941)Google Scholar
Emmorey, K. (2014). Iconicity as structure mapping. Philosophical Transactions of the Royal Society, 369 (1651), 20130301. https://doi.org/10.1098/rstb.2013.0301CrossRefGoogle ScholarPubMed
Esteve-Gibert, N., & Prieto, P. (2013). Prosodic structure shapes the temporal realization of intonation and manual gesture movements. Journal of Speech, Language and Hearing Research, 56(3), 850–864. https://doi.org/10.1044/1092-4388(2012/12-0049)CrossRefGoogle ScholarPubMed
Franco, F., & Butterworth, G. (1996). Pointing and social awareness: Declaring and requesting in the second year. Journal of Child Language, 23(2), 307–336. https://doi.org/10.1017/S0305000900008813CrossRefGoogle ScholarPubMed
Goffman, E. (1963). Stigma: Notes on the management of spoiled identity. Hoboken, NJ: Prentice-Hall.Google Scholar
Goldin-Meadow, S. (1999). The role of gesture in communication and thinking. Trends in Cognitive Sciences, 3(11), 419–429. https://doi.org/10.1016/S1364-6613(99)01397-2CrossRefGoogle ScholarPubMed
Goldin-Meadow, S., & Morford, M. (1990). Gesture in early child language. In Volterra, V. and Erting, C. J. (Eds.), From gesture to language in hearing and deaf children (pp. 249–262). New York, NY: Springer-Verlag.CrossRefGoogle Scholar
Goldin-Meadow, S., Mylander, C., & Frank, A. (2007). How children make language out of gesture: Morphological structure in gesture systems developed by American and Chinese deaf children. Cognitive Psychology, 55(2), 87–135. https://doi.org/10.1016/j.cogpsych.2006.08.001CrossRefGoogle ScholarPubMed
Goodrich, W., & Hudson Kam, C. (2009). Co-speech gesture as input in verb learning. Developmental Science, 12(1), 81–87. https://doi.org/10.1111/j.1467-7687.2008.00735.xCrossRefGoogle ScholarPubMed
Goodwin, C. (1986). Gestures as a resource for the organization of mutual orientation. Semiotica, 62(1-2), 29–49. https://doi.org/10.1515/semi.1986.62.1-2.29CrossRefGoogle Scholar
Goodwin, C. (2013). The co-operative, transformative organization of human action and knowledge, Journal of Pragmatics, 46(1), 8–23. https://doi.org/10.1016/j.pragma.2012.09.003CrossRefGoogle Scholar
Goodwyn, S. W., & Acredolo, L. P. (1993). Symbolic gesture versus word: Is there a modality advantage for onset of symbol use? Child Development, 64 (3), 688–701. https://doi.org/10.2307/1131211CrossRefGoogle Scholar
Grossard, C., Chaby, L., Hun, S., Pellerin, H., Bourgeois, J., Dapogny, A., … & Cohen, D. (2018). Children facial expression production: Influence of age, gender, emotion subtype, elicitation condition and culture. Frontiers in Psychology, 9, 446.CrossRefGoogle ScholarPubMed
Guidetti, M. (2005). Yes or no? How young French children combine gestures and speech to agree and refuse. Journal of Child Language, 32 (4), 911–924. https://doi.org/10.1017/S0305000905007038CrossRefGoogle ScholarPubMed
Haddington, P., Keisanen, T., Mondada, L., & Nevile, M. (Eds.) (2014). Multiactivity in social interaction: Beyond multitasking. Amsterdam, the Netherlands: John Benjamins.CrossRefGoogle Scholar
Haviland, J. B. (1998). Early pointing gestures in Zincantán. Journal of Linguistic Anthropology, 8(2), 162–196. https://doi.org/10.1525/jlin.1998.8.2.162CrossRefGoogle Scholar
Ingram, D. (1989). First language acquisition: Method, description and explanation. Cambridge, UK: Cambridge University Press.Google Scholar
Iverson, J. M, Capirci, O., & Caselli, M. C. (1994). From communication to language in two modalities. Cognitive Development, 9, 23–43. https://doi.org/10.1016/0885-2014(94)90018-3CrossRefGoogle Scholar
Iverson, J. M., Capirci, O., Longobardi, E., & Caselli, M. C. (1999). Gesturing in mother-child interactions. Cognitive Development, 14(1), 57–75. https://doi.org/10.1016/S0885-2014(99)80018-5CrossRefGoogle Scholar
Iverson, J., 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(2), 164–181. https://doi.org/10.1177/0142723707087736CrossRefGoogle Scholar
Iverson, J. M., & Fagan, M. K. (2004). Infant vocal-motor coordination: Precursor to the gesture-speech system? Child Development, 75(4), 1053–1066. https://doi.org/10.1111/j.1467-8624.2004.00725.xCrossRefGoogle Scholar
Iverson, J., & Goldin Meadow, S. (1998). Why people gesture as they speak. Nature, 396(6708), 228. https://doi.org/10.1038/24300CrossRefGoogle ScholarPubMed
Iverson, J. M., & Goldin-Meadow, S. (2005). Gesture paves the way for language development. Psychological Science, 16(5), 367–371. https://doi.org/10.1111/j.0956-7976.2005.01542.xCrossRefGoogle ScholarPubMed
Kaplan, F., Oudeyer, P-Y. , & Bergen, B. (2008). Computational models in the debate over language learnability. Infant and Child Development, 17(1), 55–80. https://doi.org/10.1002/icd.544CrossRefGoogle Scholar
Kelly, B. F. (2011). A new look at redundancy in children’s gesture and word combinations. In Arnon, I. & Clark, E. V. (Eds.), Experience, variation, and generalization: Learning a first language (pp. 73–90). Amsterdam, the Netherlands: John Benjamins.CrossRefGoogle Scholar
Kress, G. (2010). Multimodality: A social semiotic approach to contemporary communication. London, UK: Routledge.Google Scholar
Ladewig, S. H. (2014). Recurrent gestures. In Müller, C., Cienki, A., Fricke, E., Ladewig, S. H., McNeill, D., & Bressem, J. (Eds.), Body - language - communication: An international handbook on multimodality in human interaction (Vol. 2, pp. 1558–1574). Berlin, Germany: De Gruyter Mouton.Google Scholar
Le Guen, O. (2011). Modes of pointing to existing spaces and the use of frames of reference. Gesture, 11(3), 271–307. https://doi.org/10.1075/gest.11.3.02legCrossRefGoogle Scholar
Levelt, W. J. M. (1980). On-line processing constraints on the properties of signed and spoken language. In Bellugi, U. & Studdert-Kennedy, M. (Eds.) Signed and spoken language: Biological constraints on linguistic form (pp. 141–160). Weinheim, Germany: Verlag Chemie GmbH.Google Scholar
Levinson, S. (1983). Pragmatics. Cambridge, UK: Cambridge University Press.CrossRefGoogle Scholar
Levinson, S. (2006). On the human “interaction engine”. In Enfield, N. J., & Levinson, S. C. (Eds.), Roots of human sociality: Culture, cognition and interaction (pp. 39–69). Oxford, UK: Berg.Google Scholar
Levinson, S. C., & Holler, J. (2014). The origin of human multimodal communication. Philosophical Transactions of the Royal Society, 369(1651), 20130302. https://doi.org/10.1098/rstb.2013.0302CrossRefGoogle Scholar
Linell, P. (2005). The written language bias in linguistics. London, UK: Routledge.Google Scholar
Liszkowski, U., Carpenter, M., Henning, A., Striano, T., & Tomasello, M. (2004). Twelve-month-olds point to share attention and interest. Developmental Science, 7, 297–307. https://doi.org/10.1111/j.1467-7687.2004.00349.xCrossRefGoogle ScholarPubMed
MacWhinney, B. (2000). The CHILDES project: Tools for analyzing talk, 3rd Ed., Vol. 2. The database. Mahwah, NJ: Lawrence Erlbaum Associates.Google Scholar
McGregor, K. K., Rohlfing, K. J., Bean, A., & Marschner, E. (2009). Gesture as a support for word learning: The case of under. Journal of Child Language, 36(4), 807–828. https://doi.org/10.1017/S0305000908009173CrossRefGoogle ScholarPubMed
McNeill, D. (1992). Hand and mind: What gestures reveal about thought. Chicago, IL: University of Chicago Press.Google Scholar
Marcos, H. (1998). De la communication prélinguistique au langage: Formes et fonctions [From prelinguistic communication to language: Forms and functions]. Paris, France: L’Harmattan.Google Scholar
Masataka, N. (2003). The onset of language. Cambridge, UK: Cambridge University Press.CrossRefGoogle Scholar
Mondada, L. (2019). Contemporary issues in conversation analysis: Embodiment and materiality, multimodality and multisensoriality in social interaction. Journal of Pragmatics, 145, 47–62. https://doi.org/10.1016/j.pragma.2019.01.016CrossRefGoogle Scholar
Morford, M., & Goldin-Meadow, S. (1992), Comprehension and production of gesture in combination with speech in one-word speakers. Journal of Child Language, 19(3), 559–580. https://doi.org/10.1017/S0305000900011569CrossRefGoogle ScholarPubMed
Morgenstern, A. (2009). L’enfant dans la langue [The child in language]. Paris, France: Presses de la Sorbonne Nouvelle.Google Scholar
Morgenstern, A. (2014). Shared attention, gaze and pointing gestures in hearing and deaf children. In Inbal, A., Estigarribia, B., Tice, M., & Kurumada, C. (Eds.), Language in interaction. Studies in honor of Eve V. Clark [TiLAR 12] (pp. 139–156). Amsterdam, the Netherlands: John Benjamins.Google Scholar
Morgenstern, A. (2019). Le développement multimodal du langage de l’enfant : des premiers bourgeons aux constructions multimodales [Children’s multimodal development: From first buds to multimodal constructions]. In Mazur-Palandre, A. & Colon, I (Eds.), Multimodalité du langage dans les interactions et l’acquisition [Multimodality of language in interactions and in acquisition] (pp. 27–52). Grenoble, France: Presses Universitaires de Grenoble.Google Scholar
Morgenstern, A. (2022). Early pointing gestures. In Morgenstern, A. & Goldin-Meadow, S. (Eds.), Gesture in language: Development across the lifespan (pp. 47–92). Berlin, Germany: Walter De Gruyter.CrossRefGoogle Scholar
Morgenstern, A., Blondel, M., Beaupoil-Hourdel, P., Benazzo, S., Boutet, D., Kochan, A., & Limousin, F. (2018). The blossoming of negation in gesture, sign and oral productions. In Hickman, M., Veneziano, E., & Jisa, H. (Eds.), Sources of variation in first language acquisition: Languages, contexts, and learners (pp. 339–364). TILAR. Amsterdam, the Netherlands: John Benjamins.CrossRefGoogle Scholar
Morgenstern, A., & Parisse, C. (2007). Codage et interprétation du langage spontané d’enfants de 1 à 3 ans [Coding and interpretation of 1 to 3-year-old children’s spontaneous language]. Corpus, 6, Interprétation, contextes, codage, 55–78. https://doi.org/10.4000/corpus.922Google Scholar
Morgenstern, A., & Parisse, C. (2012). The Paris Corpus. French Language Studies, 22(1), 7–12. https://doi.org/10.1017/S095926951100055XCrossRefGoogle Scholar
Ochs, E. (2012). Experiencing language. Anthropological Theory, 12(2), 142–160. https://doi.org/10.1177/1463499612454088CrossRefGoogle Scholar
Odom, R. D., & Lemond, C. M. (1972). Developmental differences in the perception and production of facial expressions. Child Development, 43(2), 359–369. https://doi.org/10.2307/1127541CrossRefGoogle ScholarPubMed
Ozçalışkan, S., Gentner, D., & Goldin-Meadow, S. (2014). Do iconic gestures pave the way for children’s early verbs? Applied Psycholinguistics, 35(6), 1143–1162. https://doi.org/10.1017/S0142716412000720CrossRefGoogle ScholarPubMed
Özçalışkan, S., & Goldin-Meadow, S. (2005), Gesture is at the cutting edge of early language development, Cognition, 96(3), B101–B113. https://doi.org/10.1016/j.cognition.2005.01.001CrossRefGoogle ScholarPubMed
Özyürek, A. (2014). Hearing and seeing meaning in speech and gesture: Insights from brain and behaviour. Philosophical Transactions of the Royal Society, B 369(1651), 20130296. https://doi.org/10.1098/rstb.2013.0296CrossRefGoogle ScholarPubMed
Parisse, C., & Morgenstern, A. (2010). A multi-software integration platform and support for multimedia transcripts of language. LREC 2010, Proceedings of the Workshop on Multimodal Corpora: Advances in Capturing, Coding and Analyzing Multimodality, 106–110.Google Scholar
Pfandler, E, Lakatos, G, & Miklósi, Á. (2013). Eighteen-month-old human infants show intensive development in comprehension of different types of pointing gestures. Animal Cognition, 16(5), 711–719. https://doi.org/10.1007/s10071-013-0606-2CrossRefGoogle ScholarPubMed
Rader, N., & Zukow-Goldring, P. (2010). How the hands control attention during early word learning. Gesture 10(2/3), 202–221. https://doi.org/10.1075/bct.39.05radCrossRefGoogle Scholar
Romanes, G. J. (1889) (translation into French 1891). L’évolution mentale chez l’homme. Origine des facultés humaines. Paris, France: Alcan.Google Scholar
Rowe, M. L., & Goldin-Meadow, S. (2009). Differences in early gesture explain SES disparities in child vocabulary size at school entry. Science, 323(5916), 951–953. https://doi.org/10.1126/science.1167025CrossRefGoogle ScholarPubMed
Rowe, M. L., Raudenbush, S. W., & Goldin-Meadow, S. (2012). The pace of vocabulary growth helps predict later vocabulary skill. Child Development, 83(2), 508–525. https://doi.org/10.1111/j.1467-8624.2011.01710.xCrossRefGoogle ScholarPubMed
Sacks, H. (1984). Notes on methodology. In Atkinson, J. M. & Heritage, J. (Eds.), Structures of social action (pp. 21–37). Cambridge, UK: Cambridge University Press.Google Scholar
Sacks, H. (1992). Lectures on conversation. Oxford, UK: Basil Blackwell.Google Scholar
Scaife, M., & Bruner, J. S. (1975). The capacity for joint visual attention in the infant. Nature, 253(5489), 265–266.CrossRefGoogle ScholarPubMed
Stefanini, S., Bello, A., Caselli, M. C., Iverson, J. M., & Volterra, V. (2009). Co-speech gestures in a naming task: Developmental data. Language and Cognitive Processes, 24(2), 168–189.CrossRefGoogle Scholar
Streeck, J. (2008). Depicting by gestures. Gesture, 8(3), 285–301. https://doi.org/10.1075/gest.8.3.02strCrossRefGoogle Scholar
Tomasello, M. (2003). Constructing a language: A usage-based theory of language acquisition. Cambridge MA: Harvard University Press.Google Scholar
Tomasello, M. (2008). The origins of communication. Boston, MA: MIT Press.CrossRefGoogle Scholar
Volterra, V. (1981). Gestures, signs and words at two years old: When does communication become language? Sign Language Studies, 33(Fall), 351–362. https://doi.org/10.1353/sls.1981.0006CrossRefGoogle Scholar
Werner, H., & Kaplan, B. (1963). Symbol formation. Hoboken, NJ: Wiley.Google Scholar
Wu, Z., & Gros-Louis, J. (2014). Infants’ prelinguistic communicative acts and maternal responses: Relations to linguistic development. First Language, 34(1), 72–90. https://doi.org/10.1177/0142723714521925CrossRefGoogle Scholar
Wundt, W. (1973). The language of gestures. Berlin, Germany: Mouton. (Original work published 1921)CrossRefGoogle Scholar
Zlatev, J., Persson, T., & Gärdenfors, P. (2005). Bodily mimesis as the “missing link” in human cognitive evolution, LUCS 121. Lund, Sweden: Lund University Cognitive Studies.Google Scholar
Zukow-Goldring, P. (1997). A social-ecological realist approach to the emergence of the lexicon: educating attention to amodal invariants in gesture and speech. In Dent-Read, C. & Zukow-Goldring, P. (Eds.), Evolving explanations of development: Ecological approaches to organism-environment systems (pp. 199–251). Washington, DC: American Psychological Association.CrossRefGoogle Scholar

Save book to Kindle

To save this book to your Kindle, first ensure [email protected] is added to your Approved Personal Document E-mail List under your Personal Document Settings on the Manage Your Content and Devices page of your Amazon account. Then enter the ‘name’ part of your Kindle email address below. Find out more about saving to your Kindle.

Note you can select to save to either the @free.kindle.com or @kindle.com variations. ‘@free.kindle.com’ emails are free but can only be saved to your device when it is connected to wi-fi. ‘@kindle.com’ emails can be delivered even when you are not connected to wi-fi, but note that service fees apply.

Find out more about the Kindle Personal Document Service.

Available formats
×

Save book to Dropbox

To save content items to your account, please confirm that you agree to abide by our usage policies. If this is the first time you use this feature, you will be asked to authorise Cambridge Core to connect with your account. Find out more about saving content to Dropbox.

Available formats
×

Save book to Google Drive

To save content items to your account, please confirm that you agree to abide by our usage policies. If this is the first time you use this feature, you will be asked to authorise Cambridge Core to connect with your account. Find out more about saving content to Google Drive.

Available formats
×