LEADER 02072nam 2200397 450 001 9910795114803321 005 20210816101804.0 010 $a3-8325-8932-5 035 $a(CKB)4930000000056274 035 $a(MiAaPQ)EBC5854922 035 $a5c7aad82-1b54-446b-962e-7583b0dd2d03 035 $a(EXLCZ)994930000000056274 100 $a20190917d2016 uy 0 101 0 $aeng 135 $aurcnu|||||||| 181 $ctxt$2rdacontent 182 $cc$2rdamedia 183 $acr$2rdacarrier 200 10$aGestures with and without speech $ea developmental perspective /$fNicole Weidinger 210 1$aBerlin :$cLogos,$d[2016] 210 4$dİ2016 215 $a1 online resource (177 pages) 300 $aPublicationDate: 20160331 311 $a3-8325-4234-5 330 $aLong description: There is a growing understanding of the integrated nature of speech and gesture in children's multi-modal communication. However, research to date mainly focused on gestures with speech and has not yet shown a larger interest in children's abilities to create gestural messages without accompanying speech. This dissertation focuses on the development of gestures with and without speech in five- and nine-year-old children. It presents the results of two empirical studies. While Study 1 aims to grasp children's representational capacities in pantomime of object use, Study 2 addresses the question of how children are able to produce more complex pantomimes by asking them to tell stories by only using their hands. The findings of the two studies provide new insight into children's developing understanding of how to use gesture for communication in increasingly sophisticated ways during the course of the elementary school years. 606 $aOral communication 615 0$aOral communication. 676 $a302.2242 700 $aWeidinger$b Nicole$01521795 801 0$bMiAaPQ 801 1$bMiAaPQ 801 2$bMiAaPQ 906 $aBOOK 912 $a9910795114803321 996 $aGestures with and without speech$93761186 997 $aUNINA