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.

Marentette, P., Pettenati, P., Bello, A., & Volterra, V. (2016). Gesture and Symbolic Representation in Italian and English-Speaking Canadian 2-Year-Olds. CHILD DEVELOPMENT, 87(3), 944-961 [10.1111/cdev.12523].

Gesture and Symbolic Representation in Italian and English-Speaking Canadian 2-Year-Olds

BELLO, ARIANNA;
2016

Abstract

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.
Marentette, P., Pettenati, P., Bello, A., & Volterra, V. (2016). Gesture and Symbolic Representation in Italian and English-Speaking Canadian 2-Year-Olds. CHILD DEVELOPMENT, 87(3), 944-961 [10.1111/cdev.12523].
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Utilizza questo identificativo per citare o creare un link a questo documento: http://hdl.handle.net/11590/300209
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