Journal article
The link between early iconic gesture comprehension and receptive language
Infant and child development, Vol.33(6), e2552
11/2024
DOI: 10.1002/icd.2552
Abstract
Abstract Children comprehend iconic gestures relatively later than deictic gestures. Previous research with English‐learning children indicated that they could comprehend iconic gestures at 26 months, a pattern whose extension to other languages is not yet known. The present study examined Turkish‐learning children's iconic gesture comprehension and its relation to their receptive vocabulary knowledge. Turkish‐learning children between the ages of 22‐ and 30‐month‐olds ( N = 92, M = 25.6 months, SD = 1.6; 51 girls) completed a gesture comprehension task in which they were asked to choose the correct picture that matched the experimenter's speech and iconic gestures. They were also administered a standardized receptive vocabulary test. Children's performance in the gesture comprehension task increased with age, which was also related to their receptive vocabulary knowledge. When children were categorized into younger and older age groups based on the median age (i.e., 26 months—the age at which iconic gesture comprehension was present for English‐learning children), only the older group performed at chance level in the task. At the same time, receptive vocabulary was positively related to gesture comprehension for younger but not older children. These findings suggest a shift in iconic gesture comprehension at around 26 months and indicate a possible link between receptive vocabulary knowledge and iconic gesture comprehension, particularly for children younger than 26 months.
Details
- Title: Subtitle
- The link between early iconic gesture comprehension and receptive language
- Creators
- Işıl Doğan - Koç UniversityDemet Özer - Bilkent UniversityAslı Aktan-Erciyes - Kadir Has UniversityReyhan Furman - University of Central LancashireÖ. Ece Demir-Lira - University of IowaŞeyda Özçalışkan - Georgia State UniversityTilbe Göksun - Koç University
- Resource Type
- Journal article
- Publication Details
- Infant and child development, Vol.33(6), e2552
- Publisher
- WILEY
- DOI
- 10.1002/icd.2552
- ISSN
- 1522-7227
- eISSN
- 1522-7219
- Grant note
- James S. McDonnell Foundation: 220020510
James S. McDonnell Foundation, Grant/Award Number: 220020510
- Language
- English
- Electronic publication date
- 11/06/2024
- Date published
- 11/2024
- Academic Unit
- Stead Family Department of Pediatrics; Center for Social Science Innovation; Psychological and Brain Sciences; Iowa Neuroscience Institute
- Record Identifier
- 9984747078202771
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