LEADER 05643nam 2200721 a 450 001 9910452253203321 005 20200520144314.0 010 $a1-280-67687-6 010 $a9786613653802 010 $a90-272-7392-8 035 $a(CKB)2550000000103340 035 $a(EBL)923288 035 $a(OCoLC)794663747 035 $a(SSID)ssj0000656164 035 $a(PQKBManifestationID)12309317 035 $a(PQKBTitleCode)TC0000656164 035 $a(PQKBWorkID)10631662 035 $a(PQKB)10545692 035 $a(MiAaPQ)EBC923288 035 $a(Au-PeEL)EBL923288 035 $a(CaPaEBR)ebr10565396 035 $a(CaONFJC)MIL365380 035 $a(EXLCZ)992550000000103340 100 $a20120321d2012 uy 0 101 0 $aeng 135 $aurcn||||||||| 181 $ctxt 182 $cc 183 $acr 200 00$aGesture and multimodal development$b[electronic resource] /$fedited by Jean-Marc Colletta, Miche?le Guidetti 210 $aAmsterdam ;$aPhiladelphia $cJohn Benjamins Pub. Co.$d2012 215 $a1 online resource (235 p.) 225 1 $aBenjamins current topics,$x1874-0081 ;$vv. 39 300 $aDescription based upon print version of record. 311 $a90-272-0258-3 320 $aIncludes bibliographical references and index. 327 $aGesture and Multimodal Development; Editorial page; Title page; LCC data; Dedication; Table of contents; Gesture and multimodal development; References; Pointing gesture in young children; Different communicative intentions; Cognitive abilities and pointing; Different hand shapes for pointing; Origins of pointing gestures; Relations with language development; Handedness and language development; Manual preference for pointing gestures; Manipulative activities vs. pointing gestures; Manipulative activities, pointing gestures and language; Conclusion; Acknowledgement; References 327 $aSupport or competition? Pointing; Symbolic gestures; Relation of symbolic skills to one another; The current study; Methods; Analytic Strategy; Results; Discussion; Acknowledgements; Note; References; From gesture to sign and from gesture to word; Literature review on the issues at stake; Pointing gestures in ontogeny; The role of pointing gestures in interaction; The role of pointing gestures in language acquisition; Research questions and hypotheses; Methodology; Participants; Differences between modalities; Transcriptions; Coding system and analytical methods; Quantitative results 327 $aDevelopment of pointing gestures in the three girls' data Development of pointing gestures and words/signs; Discussion; Number of pointing gestures; Pointing towards persons and self; Development of pointing gestures and words/signs; Conclusion; Notes; References; How the hands control attention during early word learning; Summary and research hypotheses; General method; Overview; Participants; Stimuli; Procedure; Data analysis; Experiment 1; Goal and research hypotheses; Participants; Results and discussion; Experiment 2; Goal and research hypotheses; Participants; Results and discussion 327 $aCombined analyses for Experiments 1 and 2 Summary and concluding discussion; Summary of results; General discussion; Acknowledgements; Note; References; Infant movement as a window into language processing; Introduction; Methods; Studies; Participants; Speech discrimination study; Study on the perception of melody; Procedure; Movement coding; Analysis; Background and Results; Vocalization and mouth movement: Background; Vocalization and mouth movement: Results and discussion; Gaze shifting and head movement: Background; Gaze shifting and head movement: Results and discussion 327 $aTorso movement: Background Torso movement: Results and discussion; Arm and hand movement, and finger gesture: Background; Arm and hand movement and finger gesture: Results and discussion; General discussion; Implications and future work; Notes; References; Children's lexical skills and task demands affect gestural behavior in mothers of late-talking children and children with typical language development; Introduction; Parental multimodal behavior modifications; Parent and child as a system; The parent-child system in atypical populations; Task-dependent modification of communicative behavior 327 $aThe present study 330 $aWe gesture while we talk and children use gestures prior to words to communicate during the first year. Later, as words become the preferred form of communication, children continue to gesture to reinforce or extend the spoken messages or even to replace them. This volume, originally published as a Special Issue of Gesture 10:2/3 (2010), brings together studies from language acquisition and developmental psychology. It provides a review of common theoretical, methodological and empirical themes, and the contributions address topics such as gesture use in prelinguistic infants with a spe 410 0$aBenjamins current topics ;$vv. 39. 606 $aCommunicative competence in children 606 $aGesture 606 $aSemantics 606 $aNonverbal communication 608 $aElectronic books. 615 0$aCommunicative competence in children. 615 0$aGesture. 615 0$aSemantics. 615 0$aNonverbal communication. 676 $a401/.93 701 $aColletta$b Jean-Marc$0898855 701 $aGuidetti$b Miche?le$0898856 801 0$bMiAaPQ 801 1$bMiAaPQ 801 2$bMiAaPQ 906 $aBOOK 912 $a9910452253203321 996 $aGesture and multimodal development$92008242 997 $aUNINA