The development of the ability to semantically integrate information in speech and iconic gesture in comprehension

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Abstract

We examined whether children's ability to integrate speech and gesture follows the pattern of a broader developmental shift between 3- and 5-year-olds (Ramscar & Gitcho, 2007) regarding the ability to process two pieces of information simultaneously. In Experiment 1, 3-year-olds, 5-year-olds and adults were presented with either an iconic gesture or a spoken senten¬ce or a combination of the two on a computer screen, and were instructed to select a photograph that best matched the message. 3-year-olds did not integrate information in speech and gesture, but 5-year-olds and adults did. In Experiment 2, 3-year-olds were presented with the same speech and gesture as in Experiment 1 that were produced live by an experimenter. When presented live, 3-year-olds could integrate speech and gesture. We concluded that development of the integration ability is a part of the broader developmental shift; however, live-presentation facilitates the nascent integration ability in 3-year-olds.

Item Type: Journal Article
Subjects: B Philosophy. Psychology. Religion > BF Psychology
P Language and Literature > P Philology. Linguistics
Divisions: Faculty of Science, Engineering and Medicine > Science > Psychology
Library of Congress Subject Headings (LCSH): Speech and gesture, Preschool children, Semantics, Language acquisition
Journal or Publication Title: Cognitive Science
Publisher: Psychology Press
ISSN: 0364-0213
Official Date: November 2015
Dates:
Date
Event
November 2015
Published
17 March 2015
Available
27 October 2014
Accepted
18 December 2012
Submitted
Volume: 39
Number: 8
Number of Pages: 26
Page Range: pp. 1855-1880
DOI: 10.1111/cogs.12221
Status: Peer Reviewed
Publication Status: Published
Access rights to Published version: Restricted or Subscription Access
Date of first compliant deposit: 28 January 2016
Date of first compliant Open Access: 28 March 2016
URI: https://wrap.warwick.ac.uk/66219/

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