University of Texas Rio Grande Valley, United States of America.
University of Texas Rio Grande Valley, United States of America.
Infant Behav Dev. 2022 Aug;68:101748. doi: 10.1016/j.infbeh.2022.101748. Epub 2022 Jul 28.
The present study examined the frequency of gesture use and the relationship between frequency of gesture use and developmental abilities in typically developing 9- to 15-month-old, prelinguistic Hispanic and non-Hispanic White children. Data was collected through parent questionnaires, the Mullen Scales of Early Learning (MSEL), and two, 15-min video samples for each participant (semi-structured and structured settings). All video samples were coded for the frequency of the following gestures: total frequency, behavior regulation, social interaction, and joint attention. Results showed that children from both ethnicities used fewer gestures in a semi-structured setting in comparison to a structured setting and non-Hispanic White children produced higher frequencies of behavior regulation gestures and joint attention gestures, but lower frequencies of social interaction gestures. When controlling for ethnicity, gender, and age total frequency of gesture and frequencies of behavior regulation and social interaction were predictive of various developmental abilities. Furthermore, participant gender, age, and ethnicity were significantly related to various developmental abilities explored. These relationships were dependent upon setting. An understanding of the use of gesture and the relationship between gesture use and developmental abilities in prelinguistic children from different ethnic backgrounds has implication for early identification of delays and differences and is important to consider when exploring the connection between gesture and language and whether there are gesture-language, gesture-motor, and/or gesture-cognition integrated systems.
本研究考察了手势使用的频率以及手势使用频率与发展能力之间的关系，研究对象为发育正常的 9 至 15 个月大的、讲西班牙语和不讲西班牙语的白人幼儿。研究数据通过家长问卷、Mullen 早期学习量表（MSEL）以及每位参与者的两个 15 分钟视频样本（半结构化和结构化环境）收集。所有视频样本均对以下手势的频率进行编码：总频率、行为调节、社会互动和共同注意。结果表明，与结构化环境相比，来自两个种族的儿童在半结构化环境中使用的手势较少；非西班牙语裔白人儿童产生的行为调节手势和共同注意手势的频率较高，但社会互动手势的频率较低。在控制种族、性别和年龄的情况下，手势的总频率以及行为调节和社会互动的频率与各种发展能力相关。此外，参与者的性别、年龄和种族与探索到的各种发展能力显著相关。这些关系取决于环境。了解不同种族背景的前语言儿童的手势使用情况以及手势使用与发展能力之间的关系，对于早期识别发展迟缓或差异具有重要意义，并且在探索手势与语言之间的关系以及是否存在手势-语言、手势-运动和/或手势-认知综合系统时也需要考虑这些关系。
