Narrative Performance and Sociopragmatic Abilities in Preschool Children are Linked to Multimodal Imitation Skills
| Autor: | Castillo, Eva, Pronina, Mariia, Hübscher, Iris, Prieto, Pilar |
|---|---|
| Přispěvatelé: | University of Zurich, Prieto, Pilar |
| Rok vydání: | 2021 |
| Předmět: |
3204 Developmental and Educational Psychology
Linguistics and Language 401.9: Psycho- und Soziolinguistik 400 Language UFSP13-3 Language and Space 3205 Experimental and Cognitive Psychology Preschool children 410 Linguistics 3200 General Psychology Experimental and Cognitive Psychology Language and Linguistics 3310 Linguistics and Language Sociopragmatic ability Preschool child Developmental and Educational Psychology Narrative performance Sociopragmatic abilities object-based imitation Object-based imitation Multimodal imitation 1203 Language and Linguistics General Psychology |
| Zdroj: | Journal of Child Language. 50:52-77 |
| ISSN: | 1469-7602 0305-0009 |
| DOI: | 10.1017/s0305000921000404 |
| Popis: | Un erratum d'aquest article s'ha publicat a Journal of Child Language, 2023;50(2):494. DOI: 10.1017/S0305000921000933 i també està disponible a http://hdl.handle.net/10230/56217 Over recent decades much research has analyzed the relevance of 9- to 20- month-old infants’ early imitation skills (object- and language-based imitation) for language development. Yet there have been few systematic comparisons of the joint relevance of these imitative behaviors later on in development. This correlational study investigated whether multimodal imitation (gestural, prosodic, and lexical components) and object-based imitation are related to narratives and sociopragmatics in preschoolers. Thirty-one typically developing 3- to 4-year-old children performed four tasks to assess multimodal imitation, object-based imitation, narrative abilities, and sociopragmatic abilities. Results revealed that both narrative and sociopragmatic skills were significantly related to multimodal imitation, but not to object-based imitation, indicating that preschoolers’ ability to imitate socially relevant multimodal cues is strongly related to language and sociocommunicative skills. Therefore, this evidence supports a broader conceptualization of imitation behaviors in the field of language development that systematically integrates prosodic, gestural, and verbal linguistic patterns. This study benefited from funding awarded by the Spanish Ministry of Science, Innovation and Universities (MCIU), Agencia Estatal de Investigación (AEI), and Fondo Europeo de Desarrollo Regional (FEDER) (PGC2018-097007-B-100 “Multimodal Language Learning (MLL): Prosodic and Gestural Integration in Pragmatic and Phonological Development”) and by the Generalitat de Catalunya (2017 SGR_971) to the Prosodic Studies Group. Iris Hübscher was supported by a postdoctoral research fellowship by the URPP Language and Space (University of Zurich) during the preparation of this work. Mariia Pronina also acknowledges an FI grant from the Generalitat de Catalunya (ref. 2019FI_B1 00120). |
| Databáze: | OpenAIRE |
| Externí odkaz: |
|