Integrated Communication System: Gesture and Language Acquisition in Typically Developing Children and Children With LD and DLD

Lüke, Carina; Ritterfeld, Ute; Grimminger, Angela; Rohlfing, Katharina J.; Liszkowski, Ulf

doi:10.3389/fpsyg.2020.00118

Cited by 22 publications

(28 citation statements)

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“…As for the identification of early predictors (Q1), some studies examined the role of biological and environmental risk factors for DLD [ 75 , 76 , 77 , 78 , 79 ] and many provided potentially useful data about early gestural, communicative, lexical, and grammatical predictors [ 75 , 76 , 79 , 80 , 81 , 82 , 83 , 84 , 85 , 86 , 87 , 88 , 89 ].…”

Section: Resultsmentioning

confidence: 99%

Developmental Language Disorder: Early Predictors, Age for the Diagnosis, and Diagnostic Tools. A Scoping Review

et al. 2021

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Background. Developmental Language Disorder (DLD) is frequent in childhood and may have long-term sequelae. By employing an evidence-based approach, this scoping review aims at identifying (a) early predictors of DLD; (b) the optimal age range for the use of screening and diagnostic tools; (c) effective diagnostic tools in preschool children. Methods. We considered systematic reviews, meta-analyses, and primary observational studies with control groups on predictive, sensitivity and specificity values of screening and diagnostic tools and psycholinguistic measures for the assessment of DLD in preschool children. We identified 37 studies, consisting of 10 systematic reviews and 27 primary studies. Results. Delay in gesture production, receptive and/or expressive vocabulary, syntactic comprehension, or word combination up to 30 months emerged as early predictors of DLD, a family history of DLD appeared to be a major risk factor, and low socioeconomic status and environmental input were reported as risk factors with lower predictive power. Optimal time for screening is suggested between age 2 and 3, for diagnosis around age 4. Because of the high variability of sensitivity and specificity values, joint use of standardized and psycholinguistic measures is suggested to increase diagnostic accuracy. Conclusions. Monitoring risk situations and employing caregivers’ reports, clinical assessment and multiple linguistic measures are fundamental for an early identification of DLD and timely interventions.

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Section: Resultsmentioning

confidence: 99%

Developmental Language Disorder: Early Predictors, Age for the Diagnosis, and Diagnostic Tools. A Scoping Review

et al. 2021

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“…Current research has demonstrated that co-speech gestures are tightly linked to speech production and perception, suggesting that the two modalities are very closely intertwined in creating meaning and make up a well-integrated communicative system (see [4][5][6], and many others). Previous studies focusing on referential gestures have shown that children's gestures serve as forerunners of future linguistic skills in many populations including not only TD children (e.g., [7][8][9]; see [10] for a review), but also late talking toddlers (e.g., [11]), and children with an Autism Spectrum Disorder (ASD) diagnosis (e.g., [12][13][14]; see [15] for a review). It has also been well established by a variety of studies that referential gestures have a positive effect on adults' and children's cognitive and linguistic abilities (see [16] for a meta-analysis review), boosting memory recall, for example, in TD children [17][18][19][20][21].…”

Section: Introductionmentioning

confidence: 99%

The Value of Non-Referential Gestures: A Systematic Review of Their Cognitive and Linguistic Effects in Children’s Language Development

Vilà-Giménez

Prieto

2021

Children

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Speakers produce both referential gestures, which depict properties of a referent, and non-referential gestures, which lack semantic content. While a large number of studies have demonstrated the cognitive and linguistic benefits of referential gestures as well as their precursor and predictive role in both typically developing (TD) and non-TD children, less is known about non-referential gestures in cognitive and complex linguistic domains, such as narrative development. This paper is a systematic review and narrative synthesis of the research concerned with assessing the effects of non-referential gestures in such domains. A search of the literature turned up 11 studies, collectively involving 898 2- to 8-year-old TD children. Although they yielded contradictory evidence, pointing to the need for further investigations, the results of the six studies–in which experimental tasks and materials were pragmatically based–revealed that non-referential gestures not only enhance information recall and narrative comprehension but also act as predictors and causal mechanisms for narrative performance. This suggests that their bootstrapping role in language development is due to the fact that they have important discourse–pragmatic functions that help frame discourse. These findings should be of particular interest to teachers and future studies could extend their impact to non-TD children.

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“…By contrast, children of 20–21 months of age were less able to employ such novel symbolic gestures. Moreover, symbolic gesture comprehension by age three seems to be predictive for later grammar skills (Lüke et al, 2020). Considering all this, it is not surprising that children begin to use symbolic gestures as building blocks of their linguistic constructions when starting to master the early rules of grammar.…”

Section: Resultsmentioning

confidence: 99%

Multimodal representational gestures in the transition to multi‐word productions

Murillo

Casla

2020

Infancy

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The aim of this study was to analyze the use of representational gestures from a multimodal point of view in the transition from one-word to multi-word constructions. Twenty-one Spanish-speaking children were observed longitudinally at 18, 21, 24, and 30 months of age. We analyzed the production of deictic, symbolic, and conventional gestures and their coordination with different verbal elements. Moreover, we explored the relationship between gestural multimodal and unimodal productions and independent measures of language development. Results showed that gesture production remains stable in the period studied. Whereas deictic gestures are frequent and mostly multimodal from the beginning, conventional gestures are rare and mainly unimodal. Symbolic gestures are initially unimodal, but between 24 and 30 months of age, this pattern reverses, with more multimodal symbolic gestures than unimodal. In addition, the frequency of multimodal representational gestures at specific ages seems to be positively related to independent measures of vocabulary and morphosyntax development. By contrast, the production of unimodal representational gestures appears negatively related to these measures. Our results suggest that multimodal representational gestures could have a facilitating role in the process of learning to combine meanings for communicative goals. | MURILLO and CaSLa 1 | INTRODUCTION Language is a multimodal process that develops in a multimodal context (Perniss, 2018). The coordination of different sensorial resources is present from the very early stages of language development, as a key characteristic of human interaction. The coordination of motor and vocal elements develops from the very early social interactions (Iverson, 2010). The main linguistic milestones (vocalizations produced during the first face-to-face interactions, the emergence of canonical babbling around 8 months, the production of the first words around 12 months, the beginning of the two-word combination by 18 months), are closely related to specific motor and gestural achievements (Iverson, 2010; Iverson & Thelen, 1999). This close relationship between motor and vocal elements develops during the first years of life, until the gesture-speech synchrony seen in adult speakers (Kendon, 1980, 2004; McNeill, 1992, 2005). Since the pioneering works on early infant communication (e.g., Bates et al., 1979), there has been a considerable amount of research focused on the role of gesture and vocal coordination during language development. Deictic gestures, and specifically pointing gestures, have been widely studied as precursors of early lexical development, and research appears to show they play a clear role in language acquisition (see, for example, the meta-analysis conducted by Colonnesi et al., 2010). However, the evidence regarding the role of representational gestures on language development and its coordination with verbal elements in this process is much scarcer (Özçalişkan et al., 2014; Özçalışkan & Goldin-Meadow, 2005, 2011). The aim of this...

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Integrated Communication System: Gesture and Language Acquisition in Typically Developing Children and Children With LD and DLD

Cited by 22 publications

References 68 publications

Developmental Language Disorder: Early Predictors, Age for the Diagnosis, and Diagnostic Tools. A Scoping Review

Developmental Language Disorder: Early Predictors, Age for the Diagnosis, and Diagnostic Tools. A Scoping Review

The Value of Non-Referential Gestures: A Systematic Review of Their Cognitive and Linguistic Effects in Children’s Language Development

Multimodal representational gestures in the transition to multi‐word productions

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