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Personal narrative as a ‘breeding ground’ for higher-order thinking talk in early parent-child interactions
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In: Dev Psychol (2021)
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The Origins of Higher-Order Thinking Lie in Children’s Spontaneous Talk Across the Pre-School Years
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In: Cognition (2020)
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Language development and brain reorganization in a child born without the left hemisphere
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In: Cortex (2020)
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Parents’ early book reading to children: Relation to children’s later language and literacy outcomes controlling for other parent language input
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Resilience in mathematics after early brain injury: The roles of parental input and early plasticity
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Vocabulary, syntax, and narrative development in typically developing children and children with early unilateral brain injury: Early parental talk about the there-and-then matters
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New Evidence About Language and Cognitive Development Based on a Longitudinal Study: Hypotheses for Intervention
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A tale of two hands: Children's early gesture use in narrative production predicts later narrative structure in speech
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Narrative Processing in Typically Developing Children and Children with Early Unilateral Brain Injury: Seeing Gesture Matters
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Gesturing with an Injured Brain: How Gesture Helps Children with Early Brain Injury Learn Linguistic Constructions
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In: Psychology Faculty Publications (2013)
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Gesturing with an injured brain: How gesture helps children with early brain injury learn linguistic constructions
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Children’s spatial thinking: Does talk about the spatial world matter?
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Learning what children know about space from looking at their hands: The added value of gesture in spatial communication
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Abstract:
This article examines two issues: the role of gesture in the communication of spatial information and the relation between communication and mental representation. Children (8–10 years) and adults walked through a space to learn the locations of six hidden toy animals and then explained the space to another person. In Study 1, older children and adults typically gestured when describing the space and rarely provided spatial information in speech without also providing the information in gesture. However, few 8-year-olds communicated spatial information in speech or gesture. Studies 2 and 3 showed that 8-year-olds did understand the spatial arrangement of the animals and could communicate spatial information if prompted to use their hands. Taken together, these results indicate that gesture is important for conveying spatial relations at all ages and, as such, provides us with a more complete picture of what children do and do not know about communicating spatial relations.
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Keyword:
Article
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URL: http://www.ncbi.nlm.nih.gov/pmc/articles/PMC3638086 https://doi.org/10.1016/j.jecp.2011.11.009 http://www.ncbi.nlm.nih.gov/pubmed/22209401
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Some types of parent number talk count more than others: Relations between parents’ input and children’s cardinal-number knowledge
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