Vogt Susanne, Kauschke Christina
University of Applied Sciences Fresenius,Germany.
Philipps-University Marburg,Germany.
J Child Lang. 2017 Nov;44(6):1458-1484. doi: 10.1017/S0305000916000647. Epub 2017 Jan 23.
Research has shown that observing iconic gestures helps typically developing children (TD) and children with specific language impairment (SLI) learn new words. So far, studies mostly compared word learning with and without gestures. The present study investigated word learning under two gesture conditions in children with and without language impairment. Twenty children with SLI (age four), twenty age-matched TD children, and twenty language-matched TD children were taught words that were presented with either iconic or non-iconic gestures. Results showed that children of all groups benefited more successfully from observing iconic gestures for word learning. The iconic gesture advantage was similar across groups. Thus, observing iconic gestures prompts richer encoding and makes word learning more efficient in TD and language impaired children.
研究表明，观察象似性手势有助于发育正常的儿童（TD）和患有特定语言障碍（SLI）的儿童学习新单词。到目前为止，研究大多比较了有手势和无手势情况下的单词学习。本研究调查了有语言障碍和无语言障碍儿童在两种手势条件下的单词学习情况。20名患有SLI的儿童（4岁）、20名年龄匹配的TD儿童和20名语言匹配的TD儿童被教授通过象似性或非象似性手势呈现的单词。结果表明，所有组的儿童通过观察象似性手势进行单词学习都能更成功地受益。象似性手势优势在各组中相似。因此，观察象似性手势能促进更丰富的编码，并使TD儿童和语言受损儿童的单词学习更有效。
