Goldin-Meadow S, Alibali M W, Church R B
Department of Psychology, University of Chicago, Illinois 60637.
Psychol Rev. 1993 Apr;100(2):279-97. doi: 10.1037/0033-295x.100.2.279.
Thoughts conveyed through gesture often differ from thoughts conveyed through speech. In this article, a model of the sources and consequences of such gesture-speech mismatches and their role during transitional periods in the acquisition of concepts is proposed. The model makes 2 major claims: (a) The transitional state is the source of gesture-speech mismatch. In gesture-speech mismatch, 2 beliefs are simultaneously expressed on the same problem--one in gesture and another in speech. This simultaneous activation of multiple beliefs characterizes the transitional knowledge state and creates gesture-speech mismatch. (b) Gesture-speech mismatch signals to the social world that a child is in a transitional state and is ready to learn. The child's spontaneous gestures index the zone of proximal development, thus providing a mechanism by which adults can calibrate their input to that child's level of understanding.
通过手势传达的想法往往与通过言语传达的想法不同。在本文中，我们提出了一个关于这种手势与言语不匹配的来源、后果及其在概念习得过渡阶段所起作用的模型。该模型提出了两个主要观点：（a）过渡状态是手势与言语不匹配的来源。在手势与言语不匹配中，针对同一个问题同时表达了两种信念——一种通过手势，另一种通过言语。这种多种信念的同时激活表征了过渡性知识状态，并造成了手势与言语的不匹配。（b）手势与言语不匹配向社会环境表明儿童正处于过渡状态且准备好学习。儿童的自发手势指示了最近发展区，从而提供了一种机制，通过该机制成年人可以根据儿童的理解水平校准他们的输入。
