Department of Speech-Language Pathology, Seton Hall University, Nutley, USA.
Department of Pediatrics, Hackensack Meridian Health School of Medicine, USA.
J Child Lang. 2024 Jan;51(1):168-190. doi: 10.1017/S0305000922000630. Epub 2023 Jan 19.
This study examined the effect of a shape cue (i.e., co-speech gesture) on word depth. We taught 23 preschoolers ( = 3;5 years, = 5.82) novel objects with either shape (SHP) or indicator (IND) gestures. SHP gestures mimicked object form, but IND gestures were not semantically related to the object (e.g., an upward-facing palm, extended toward the object). Each object had a unique IND or SHP gesture. Outcome measures reflected richer semantic and phonological learning in the SHP than in the IND condition. In the SHP condition, preschoolers (a) expressed more semantic knowledge, (b) said more sounds in names, and (c) generalized more names to untaught objects. There were also fewer disruptions to prime picture names in the SHP condition; we discuss the benefit of a co-speech shape gesture to capitalize on well-established statistical word learning patterns.
本研究考察了形状提示（即伴随言语的手势）对单词深度的影响。我们教授了 23 名学龄前儿童（平均年龄为 3 岁 5 个月，标准差为 5.82）具有形状（SHP）或指示（IND）手势的新物体。SHP 手势模仿物体的形状，但 IND 手势与物体没有语义关系（例如，向上的手掌，朝向物体伸展）。每个物体都有一个独特的 IND 或 SHP 手势。结果反映了 SHP 条件下比 IND 条件下更丰富的语义和语音学习。在 SHP 条件下，学龄前儿童（a）表达了更多的语义知识，（b）在名称中说了更多的声音，（c）将更多的名称泛化到未教授的物体上。在 SHP 条件下，对原图画名称的干扰也较少；我们讨论了伴随言语的形状手势的好处，以利用成熟的统计单词学习模式。
