Vogt Susanne S, Kauschke Christina
Department of Health and Social Affairs, University of Applied Sciences Fresenius, Idstein, Germany.
Department of Germanic Linguistics, Philipps-Universität Marburg, Germany.
J Speech Lang Hear Res. 2017 Nov 9;60(11):3213-3225. doi: 10.1044/2017_JSLHR-L-17-0004.
Semantic learning under 2 co-speech gesture conditions was investigated in children with specific language impairment (SLI) and typically developing (TD) children. Learning was analyzed between conditions.
Twenty children with SLI (aged 4 years), 20 TD children matched for age, and 20 TD children matched for language scores were taught rare nouns and verbs. Children heard the target words while seeing either iconic gestures illustrating a property of the referent or a control gesture focusing children's attention on the word. Following training, children were asked to define the words' meaning. Responses were coded for semantic information provided on each word.
Performance of the SLI and age-matched groups proved superior to that of the language-matched group. Overall, children defined more words taught with iconic gestures than words taught with attention-getting gestures. However, only children with SLI, but not TD children, provided more semantic information on each word taught with iconic gestures. Performance did not differ in terms of word class.
Results suggest that iconic co-speech gestures help both children with and without SLI learn new words but, in particular, assist children with SLI understand and reflect the words' meaning.
研究特定语言障碍（SLI）儿童和发育正常（TD）儿童在两种伴随言语手势条件下的语义学习情况。对不同条件下的学习情况进行分析。
选取20名患有SLI的儿童（4岁）、20名年龄匹配的TD儿童以及20名语言分数匹配的TD儿童，教授他们生僻名词和动词。儿童在看到说明所指对象属性的象形手势或使儿童将注意力集中在单词上的控制手势时，听到目标单词。训练后，要求儿童定义单词的含义。对每个单词所提供的语义信息的回答进行编码。
SLI组和年龄匹配组的表现优于语言匹配组。总体而言，儿童对用象形手势教授的单词的定义多于用吸引注意力手势教授的单词。然而，只有SLI儿童，而非TD儿童，在用象形手势教授的每个单词上提供了更多的语义信息。在词性方面表现无差异。
结果表明，象形伴随言语手势有助于有和没有SLI的儿童学习新单词，但尤其能帮助SLI儿童理解和反映单词的含义。
