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Changing language input following market integration in a Yucatec Mayan community
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Changing language input following market integration in a Yucatec Mayan community
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In: PLoS One (2021)
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Occluding the face diminishes the conceptual accessibility of an animate agent ...
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Occluding the face diminishes the conceptual accessibility of an animate agent ...
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Actions Speak Louder than Gestures when you are 2 years old
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Abstract:
Interpreting iconic gestures can be challenging for children. Here, we explore the features and functions of iconic gestures that make them more challenging for young children to interpret than instrumental actions. In Study 1, we show that 2.5-year-olds are able to glean size information from handshape in a simple gesture, although their performance is significantly worse than 4-year-olds’. Studies 2–4 explore the boundary conditions of 2.5-year-olds’ gesture understanding. In Study 2, children of this age have an easier time interpreting size information in hands that are reaching than in hands that are gesturing. In Study 3, we tease apart the perceptual features and functional objectives of reaches and gestures. We created a context in which an action has the perceptual features of a reach (extending the hand toward an object) but serves the function of a gesture (the object is behind a barrier and not obtainable; the hand thus functions to represent, rather than reach for, the object). In this context, children struggle to interpret size information in the hand, suggesting that gesture’s representational function (rather than its perceptual features) is what makes it hard for young children to interpret. A distance control (Study 4) in which a person holds a box in gesture space (close to the body) demonstrates that children’s difficulty interpreting static gesture cannot be attributed to the physical distance between a gesture and its referent. Together these studies provide strong evidence that children’s struggle to interpret iconic gesture may stem from its status as representational action.
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Article
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URL: https://doi.org/10.1037/dev0000553 http://www.ncbi.nlm.nih.gov/pmc/articles/PMC6152821/ http://www.ncbi.nlm.nih.gov/pubmed/30234335
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Exposure to multiple languages enhances communication skills in infancy
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Preverbal infants infer third-party social relationships based on language
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Infants’ and Young Children’s Imitation of Linguistic In-Group and Out-Group Informants
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Twelve-month-old infants generalize novel signed labels, but not preferences across individuals
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Neighborhood Linguistic Diversity Predicts Infants’ Social Learning
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Active experience shapes 10-month-old infants’ understanding of collaborative goals
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Toddlers learn words in a foreign language: The role of native vocabulary knowledge
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