Gesture Production Selectively Predicts Language Outcomes in Spanish-English Bilingual Children

IF 3.8 1区 心理学 Q1 PSYCHOLOGY, DEVELOPMENTAL
Perla B. Gámez, Ö. Ece Demir-Lira, Paola Pinzón-Henao
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引用次数: 0

Abstract

This longitudinal study (data collected from 2019 to 2023) examines the relation between Spanish-English bilingual Latino toddlers' (n=46; F=22; M=24) early gesture production (Mage=18.67 months; SDage=1.02) and later language skills (Mage=36.87 months; SDage=0.81). Video recordings at child-age 18-months yielded counts of children's speech and gesture production; the latter included gesture words (different meanings) and gesture sentences (gestures-plus-speech combinations). Multiple regression analyses revealed that gesture words and sentences at 18 months of age positively predicted word- and sentence-level skills at 36 months of age, respectively, but only in English. These relations held despite controlling for children's speech production. These findings, that early gesture production selectively predicts language outcomes in bilingual children, suggest that gesture production may facilitate language-specific learning rather than reflecting a global communicative skill.

手势产生选择性地预测西班牙-英语双语儿童的语言结果
这项纵向研究(数据收集于2019年至2023年)探讨了西班牙语-英语双语拉丁裔幼儿(n=46;F = 22;M=24)早期手势制作(法师=18.67个月;SDage=1.02)和后期语言技能(Mage=36.87个月;SDage = 0.81)。18个月大的儿童录像记录了他们的语言和手势的数量;后者包括手势词(不同的意思)和手势句子(手势加语音组合)。多元回归分析显示,18个月大的手势单词和句子分别对36个月大的单词和句子水平的技能有积极的预测作用,但仅限于英语。尽管控制了儿童的语言产生,这些关系仍然成立。这些发现表明,早期手势的产生选择性地预测了双语儿童的语言结果,这表明手势的产生可能促进了特定语言的学习,而不是反映了一种全面的交际技能。
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来源期刊
Child development
Child development Multiple-
CiteScore
9.20
自引率
4.30%
发文量
149
期刊介绍: As the flagship journal of the Society for Research in Child Development (SRCD), Child Development has published articles, essays, reviews, and tutorials on various topics in the field of child development since 1930. Spanning many disciplines, the journal provides the latest research, not only for researchers and theoreticians, but also for child psychiatrists, clinical psychologists, psychiatric social workers, specialists in early childhood education, educational psychologists, special education teachers, and other researchers. In addition to six issues per year of Child Development, subscribers to the journal also receive a full subscription to Child Development Perspectives and Monographs of the Society for Research in Child Development.
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