Synchronization between preverbal vocalizations and motor actions in early infancy. I: Pre-cononical babbling vocalizations synchronize with rhythmic body movements before the onset of canonical babbling.

Ejiri, Keiko

doi:10.4992/jjpsy.68.433

Cited by 5 publications

(3 citation statements)

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“…In her longitudinal study of Japanese infants, she reported that a behavioral co-occurrence (i.e., synchronization) between precanonical vocalizations and inaudible rhythmic activities (e.g., shaking one's arm vertically without that movement making any sound) was observed most frequently in infants at the beginning of the canonical stage. In addition, the acoustic features of synchronized vocalizations were more similar to those of mature syllables than nonsynchronized vocalizations [Ejiri and Masataka, 1998]. These findings led them to speculate that there might be a more functional link between rhythmic activities and babbling development in early infancy.…”

Section: Discussionmentioning

confidence: 99%

Relationship between Rhythmic Behavior and Canonical Babbling in Infant Vocal Development

Ejiri¹

1998

Phonetica

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The onset of canonical babbling (CB) is a landmark event in infants’ vocal development for spoken language. Previous research has suggested that the onset of CB coincides with the peak period of rhythmic activities. To examine this phenomenon in detail, 28 Japanese infants (14 girls, 14 boys) were observed longitudinally from the age of 5 to 9 months. In the experimental sessions, an audible or an inaudible rattle was placed into a hand of each tested infant. Then the number of times that the infant shook the rattle was counted. In the observational sessions, infants’ spontaneous rhythmic activities under natural conditions were observed. The result shows that rhythmic activities reached their peak around the onset of CB. When the infants began to babble, they shook whichever rattle was in their hand, regardless of its audibility. After this period, they shook the audible rattles more frequently than the inaudible ones. These findings suggest that, around the onset of CB, infants learn to control their motor activities based on auditory feedback.

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Section: Discussionmentioning

confidence: 99%

Relationship between Rhythmic Behavior and Canonical Babbling in Infant Vocal Development

Ejiri¹

1998

Phonetica

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“…For example, infants are quite good at timing manual and oral actions to put their hands (or objects grasped in their hands) into their mouths. During babbling, babies often move their hands in a rhythmical pattern very similar to the rhythm of babbling (Ejiri, 1998). Iverson and Thelen argued that this co-occurrence is evidence that the hands and the mouth influence each other in order to find a common pattern or rhythm.…”

Section: Gestures As Simulated Actionmentioning

confidence: 99%

Visible embodiment: Gestures as simulated action

Hostetter

Alibali

2008

Psychonomic Bulletin & Review

643

552

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Gestures are often considered to be valid evidence of the embodiment of language and cognition. Since people use their bodies (i.e., gestures) to express knowledge, it is argued, the knowledge itself must be deeply tied to the body (Alibali & Nathan, 2007;Gallagher, 2005;Gibbs, 2006;Hostetter & Alibali, 2004;McNeill, 2005;Nuñez, 2005). This claim may hold some truth, but to date, there have been no explicit proposals about how embodied knowledge comes to be reflected in speech-accompanying gestures. The goal of this article is to explore how gestures may arise from embodied thinking; we will approach this goal by integrating research about perception, action, cognition, language, mental imagery, and gesture production.A variety of hand and body movements can be considered to be gestures, and much previous research has sought to describe these different types of gestures (e.g., Efron, 1972;Kendon, 2004;McNeill, 1992). In this article, we limit our discussion to representational gestures-that is, movements that represent the content of speech by pointing to a referent in the physical environment (deictic gestures), depicting a referent with the motion or shape of the hands (iconic gestures), or depicting a concrete referent or indicating a spatial location for an abstract idea (metaphoric gestures). We use the term gestures to refer specifically to representational gestures. Other types of gestures, including beat gestures (movements that emphasize the prosody or structure of speech without conveying semantic information) and interactive gestures (movements used to manage turn taking and other aspects of an interaction between multiple speakers), fall outside the scope of this article.Our aim is to describe a mechanism that may possibly give rise to gestures. We do not seek to address the issue of the functions of gestures (e.g., in communication, in speech production). Although we review some ideas about the functions of gestures, we do not take a strong stance here regarding gesture function. The goal of our framework is to explain what gestures are, rather than what they do.The article proceeds in seven sections. In the first section, we review ideas about links between perception and action and how these links are important in memory and cognition. In the second section, we review evidence that language processing is tied to the body. In the third section, we review evidence that mental imagery is also an embodied process. In the fourth section, we review evidence on the relationship between gesture production and mental imagery, and in the fifth, we propose a theoretical framework that explains how gestures may arise from the activation of perception and action. In the sixth section, we compare our framework with other models of gesture production. Finally, in the seventh section, we articulate predictions that derive from the framework. Perception, Action, and Embodied CognitionMany theorists have proposed that perception is for action (J. J. Gibson, 1979;Sperry, 1952); that is, the ability to perceive evolv...

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“…These linkages are evident already in infancy. For example, there are close temporal relationships between infants' production of rhythmic arm movements and their reduplicated babble (e.g., Ejiri, 1998;Iverson, Hall, Nickel, & Wozniak, 2007). Iverson and Thelen (1999) argued that vocal and manual actions are mutually entrained through development, and that eventually, due to the sustained, close coordination of vocal and manual activity, motor activation of the mouth for producing speech automatically gives rise to activation of the hands.…”

Section: Gestures Are Designed For the Listenermentioning

confidence: 99%

Gesture as simulated action: Revisiting the framework

2018

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The Gesture as Simulated Action (GSA) framework was proposed to explain how gestures arise from embodied simulations of the motor and perceptual states that occur during speaking and thinking (Hostetter & Alibali, Psychonomic Bulletin & Review, 15, 495-514, 2008). In this review, we revisit the framework's six main predictions regarding gesture rates, gesture form, and the cognitive cost of inhibiting gesture. We find that the available evidence largely supports the main predictions of the framework. We also consider several challenges to the framework that have been raised, as well as several of the framework's limitations as it was originally proposed. We offer additional elaborations of the framework to address those challenges that fall within the framework's scope, and we conclude by identifying key directions for future work on how gestures arise from an embodied mind.

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Synchronization between preverbal vocalizations and motor actions in early infancy. I: Pre-cononical babbling vocalizations synchronize with rhythmic body movements before the onset of canonical babbling.

Cited by 5 publications

References 0 publications

Relationship between Rhythmic Behavior and Canonical Babbling in Infant Vocal Development

Relationship between Rhythmic Behavior and Canonical Babbling in Infant Vocal Development

Visible embodiment: Gestures as simulated action

Gesture as simulated action: Revisiting the framework

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