Common ground on object use associates with caregivers’ gesturese

Dimitrova, Nevena; Moro, Christiane

doi:10.1016/j.infbeh.2013.06.006

Cited by 39 publications

(35 citation statements)

References 17 publications

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“…One interpretation of this pattern of findings is that child age is a cue to parents to shift the proximity of their gestures that indicate objects. Previous studies have documented the characteristics of mothers’ use of child-directed gestures, including using more pointing and fewer abstract gestures with younger children (Bekken, 1989), using gestures specifically to emphasize or disambiguate mothers’ speech with younger children (Iverson et al, 1999; O'Neill et al, 2005), and using more frequent and more complex gestures as infants’ object knowledge increases (Dimitrova & Moro, 2013). …”

Section: Discussionmentioning

confidence: 99%

Give me a hand: differential effects of gesture type in guiding young children’s problem-solving

Vallotton

Fusaro

Hayden³

et al. 2015

Instr Sci

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Adults’ gestures support children's learning in problem-solving tasks, but gestures may be differentially useful to children of different ages, and different features of gestures may make them more or less useful to children. The current study investigated parents’ use of gestures to support their young children (1.5 – 6 years) in a block puzzle task (N = 126 parent-child dyads), and identified patterns in parents’ gesture use indicating different gestural strategies. Further, we examined the effect of child age on both the frequency and types of gestures parents used, and on their usefulness to support children's learning. Children attempted to solve the puzzle independently before and after receiving help from their parent; half of the parents were instructed to sit on their hands while they helped. Parents who could use their hands appear to use gestures in three strategies: orienting the child to the task, providing abstract information, and providing embodied information; further, they adapted their gesturing to their child's age and skill level. Younger children elicited more frequent and more proximal gestures from parents. Despite the greater use of gestures with younger children, it was the oldest group (4.5-6.0 years) who were most affected by parents’ gestures. The oldest group was positively affected by the total frequency of parents’ gestures, and in particular, parents’ use of embodying gestures (indexes that touched their referents, representational demonstrations with object in hand, and physically guiding child's hands). Though parents rarely used the embodying strategy with older children, it was this strategy which most enhanced the problem-solving of children 4.5 – 6 years.

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Section: Discussionmentioning

confidence: 99%

Give me a hand: differential effects of gesture type in guiding young children’s problem-solving

Vallotton

Fusaro

Hayden³

et al. 2015

Instr Sci

View full text Add to dashboard Cite

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“…Objects' use is typically a convention shared within the members of a given culture and young children learn about such conventions from their caregivers (Moro & Rodríguez, 2005). Examining infants interacting with their mothers and a set of age-appropriate toys, Dimitrova and Moro (2013) found that 8-month-old infants did not show an understanding of the conventional use of the toys. Instead, they performed a broad range of undifferentiated actions, such as banging, throwing away, or mouthing the objects (e.g., an infant bangs a baby bottle on the floor).…”

Section: Infants' Conventional Object Usementioning

confidence: 99%

“…To examine the suggested associations between infants' object use and their gesture production, we relied on a previously published report on the development of object use by the children from this sample (see Dimitrova & Moro, 2013). As described in Dimitrova and Moro (2013), we determined the time intervals during which infants used objects.…”

Section: Coding Of Object Usesmentioning

confidence: 99%

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Caregivers interpret infants’ early gestures based on shared knowledge about referents

Dimitrova¹,

Moro²,

Möhr³

2015

Infant Behavior and Development

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“…The 3rd co‐author (Dimitrova) is a developmental psychology researcher whose research investigated how children develop object‐use knowledge while interacting with their caregivers [DM13]. She used TipoVis on a “toy play” behavior dataset for about two months to see if she could find new insights into the data.…”

Section: Case Studiesmentioning

confidence: 99%

Visual Analysis of Proximal Temporal Relationships of Social and Communicative Behaviors

Han

Rozga

Dimitrova

et al. 2015

Computer Graphics Forum

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Developmental psychology researchers examine the temporal relationships of social and communicative behaviors, such as how a child responds to a name call, to understand early typical and atypical development and to discover early signs of autism and developmental delay. These related behaviors occur together or within close temporal proximity, forming unique patterns and relationships of interest. However, the task of finding these early signs, which are in the form of atypical behavioral patterns, becomes more challenging when behaviors of multiple children at different ages need to be compared with each other in search of generalizable patterns. The ability to visually explore the temporal relationships of behaviors, including flexible redefinition of closeness, over multiple social interaction sessions with children of different ages, can make such knowledge extraction easier. We have designed a visualization tool called TipoVis that helps psychology researchers visually explore the temporal patterns of social and communicative behaviors. We present two case studies to show how TipoVis helped two researchers derive new understandings of their data.

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Common ground on object use associates with caregivers’ gesturese

Cited by 39 publications

References 17 publications

Give me a hand: differential effects of gesture type in guiding young children’s problem-solving

Give me a hand: differential effects of gesture type in guiding young children’s problem-solving

Caregivers interpret infants’ early gestures based on shared knowledge about referents

Visual Analysis of Proximal Temporal Relationships of Social and Communicative Behaviors

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