McGregor Karla K
University of Iowa, USA.
Int J Speech Lang Pathol. 2008;10(3):112-7. doi: 10.1080/17549500801905622.
This review paper, based on a keynote address to the 2007 Speech Pathology Australia National Conference, summarizes three recent research studies that pertain to gesture as an intervention tool. Specifically, the research concerns the utility of gestured input as a scaffold to children's comprehension of-and hence learning of-spoken words. The research is framed within the Emergentist Coalition Model. In Booth, McGregor, and Rohlfing we found evidence that toddlers of 28 - 30 months exploited both the attentional and intentional bases of gesture when fast mapping new words. In Capone and McGregor, toddlers of a similar age exploited representational gesture as a cue to linguistic meaning during both fast mapping and slow mapping stages of word learning. In McGregor and Capone we demonstrated that representational gestures are also useful for at-risk children who are acquiring an early lexicon. The overall purpose of this review paper is to motivate research efforts aimed at clinical applications of the gesture - language relationship.
这篇综述论文基于2007年澳大利亚言语病理学全国会议的主题演讲，总结了三项近期与手势作为一种干预工具相关的研究。具体而言，该研究关注手势输入作为儿童理解——进而学习——口语单词的一种支架的效用。该研究以涌现主义联盟模型为框架。在布斯、麦格雷戈和罗尔芬的研究中，我们发现有证据表明，28至30个月大的幼儿在快速映射新单词时利用了手势的注意力基础和意图基础。在卡波内和麦格雷戈的研究中，相似年龄的幼儿在单词学习的快速映射和慢速映射阶段都利用表征性手势作为语言意义的线索。在麦格雷戈和卡波内的研究中，我们证明了表征性手势对正在获取早期词汇的高危儿童也有用。这篇综述论文的总体目的是推动针对手势与语言关系临床应用的研究工作。
