Gesture and Symbolic Representation in Italian and English-Speaking Canadian 2-Year-Olds
| Autor: | P. Pettenati, Paula Marentette, Virginia Volterra, Arianna Bello |
|---|---|
| Přispěvatelé: | Marentette, Paula, Pettenati, Paola, Bello, Arianna, Volterra, Virginia |
| Jazyk: | angličtina |
| Rok vydání: | 2016 |
| Předmět: |
Cross-Cultural Comparison
Male Canada Child Behavior Representation (arts) 050105 experimental psychology Education Developmental psychology Nonverbal communication Child Development Developmental and Educational Psychology Humans 0501 psychology and cognitive sciences Gesture Symbol Representational strategy Gestures 05 social sciences Language acquisition Child development Object (philosophy) Cross-cultural studies Italy Child Preschool Pediatrics Perinatology and Child Health Task analysis Female Psychology 050104 developmental & child psychology Gesture |
| Zdroj: | Child development 87 (2016): 944–961. doi:10.1111/cdev.12523 info:cnr-pdr/source/autori:Marentette, Paula; Pettenati, Paola; Bello, Arianna; Volterra, Virginia/titolo:Gesture and Symbolic Representation in Italian and English-Speaking Canadian 2-Year-Olds/doi:10.1111%2Fcdev.12523/rivista:Child development/anno:2016/pagina_da:944/pagina_a:961/intervallo_pagine:944–961/volume:87 |
| DOI: | 10.1111/cdev.12523 |
| Popis: | Analyses of elicited pantomime, primarily of English-speaking children, show that preschool-aged children are more likely to symbolically represent an object with gestures depicting an object's form rather than its function. In contrast, anecdotal reports of spontaneous gesture production in younger children suggest that children use multiple representational techniques. This study examined the spontaneous gestures of sixty-four 2-year-old Italian children and English-speaking Canadian children, primarily from middle-class Caucasian families. The Italian children produced twice as many gestures as Canadian children in a picture-naming task but produced a similar range of representational techniques. Two-year-olds were equally likely to produce gestures depicting function as form. These data suggest young children's communicative skills are supported by a symbolic capacity that reflects contextual communicative demands. |
| Databáze: | OpenAIRE |
| Externí odkaz: |
|
| Nepřihlášeným uživatelům se plný text nezobrazuje | K zobrazení výsledku je třeba se přihlásit. |