Aussems, Suzanne and Kita, Sotaro (2021) Seeing iconic gesture promotes first- and second-order verb generalization in preschoolers. Child Development, 92 (1). pp. 124-141. doi:10.1111/cdev.13392 ISSN 0009-3920.
Preview |
PDF
WRAP-Seeing-iconic-gesture-promotes-first-second-order-verb-Aussems-2020.pdf - Published Version - Requires a PDF viewer. Available under License Creative Commons Attribution 4.0. Download (758kB) | Preview |
![[thumbnail of WRAP-seeing-iconic-gesture-order-verb-preschoolers-Kita-2019.pdf]](https://wrap.warwick.ac.uk/style/images/fileicons/application_pdf.png) |
PDF
WRAP-seeing-iconic-gesture-order-verb-preschoolers-Kita-2019.pdf - Accepted Version Embargoed item. Restricted access to Repository staff only - Requires a PDF viewer. Download (4MB) |
Abstract
This study investigated whether seeing iconic gestures depicting verb referents promotes two types of generalization. We taught 3‐ to 4‐year‐olds novel locomotion verbs. Children who saw iconic manner gestures during training generalized more verbs to novel events (first‐order generalization ) than children who saw interactive gestures (Experiment 1, N = 48; Experiment 2, N = 48) and path‐tracing gestures (Experiment 3, N = 48). Furthermore, immediately (Experiments 1 and 3) and after 1 week (Experiment 2), the iconic manner gesture group outperformed the control groups in subsequent generalization trials with different novel verbs (second‐order generalization ), although all groups saw interactive gestures. Thus, seeing iconic gestures that depict verb referents helps children (a) generalize individual verb meanings to novel events and (b) learn more verbs from the same subcategory.
| Item Type: | Journal Article |
|---|---|
| Subjects: | B Philosophy. Psychology. Religion > BF Psychology L Education > LB Theory and practice of education P Language and Literature > P Philology. Linguistics |
| Divisions: | Faculty of Science, Engineering and Medicine > Science > Psychology |
| Library of Congress Subject Headings (LCSH): | Vocabulary -- Study and teaching (Elementary), Cognition in children, Speech and gesture, Children -- Language, Language acquisition -- Age factors, Child development, Cognitive grammar, Language arts (Early childhood), Language awareness in children -- Great Britain |
| Journal or Publication Title: | Child Development |
| Publisher: | Wiley-Blackwell Publishing, Inc. |
| ISSN: | 0009-3920 |
| Official Date: | January 2021 |
| Dates: | Date Event January 2021 Published 15 July 2020 Available 30 October 2019 Accepted |
| Volume: | 92 |
| Number: | 1 |
| Page Range: | pp. 124-141 |
| DOI: | 10.1111/cdev.13392 |
| Status: | Peer Reviewed |
| Publication Status: | Published |
| Access rights to Published version: | Open Access (Creative Commons open licence) |
| Date of first compliant deposit: | 4 November 2019 |
| Date of first compliant Open Access: | 20 July 2020 |
| Related URLs: | |
| URI: | https://wrap.warwick.ac.uk/129055/ |
Request changes or add full text files to a record
Repository staff actions (login required)
 |
View Item |