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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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Abstract:
Children with pre/perinatal unilateral brain lesions (PL) show remarkable plasticity for language development. Is this plasticity characterized by the same developmental trajectory that characterizes typically developing (TD) children, with gesture leading the way into speech? We explored this question, comparing 11 children with PL—matched to 30 TD children on expressive vocabulary—in the second year of life. Children with PL showed similarities to TD children for simple but not complex sentence types. Children with PL produced simple sentences across gesture and speech several months before producing them entirely in speech, exhibiting parallel delays in both gesture+speech and speech-alone. However, unlike TD children, children with PL produced complex sentence types first in speech-alone. Overall, the gesture-speech system appears to be a robust feature of language-learning for simple—but not complex—sentence constructions, acting as a harbinger of change in language development even when that language is developing in an injured brain.
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Keyword:
Article
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URL: http://www.ncbi.nlm.nih.gov/pubmed/23217292 https://doi.org/10.1017/S0305000912000220 http://www.ncbi.nlm.nih.gov/pmc/articles/PMC3655410
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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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Some types of parent number talk count more than others: Relations between parents’ input and children’s cardinal-number knowledge
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