17 research outputs found
Recommended from our members
Learning words by hand: Gesture's role in predicting vocabulary development
Children vary widely in how quickly their vocabularies grow. Can looking at
early gesture use in children and parents help us predict this variability? We
videotaped 53 English-speaking parent-child dyads in their homes during
their daily activities for 90-minutes every four months between child age 14
and 34 months. At 42 months, children were given the Peabody Picture
Vocabulary Test (PPVT). We found that child gesture use at 14 months was a
significant predictor of vocabulary size at 42 months, above and beyond the
effects of parent and child word use at 14 months. Parent gesture use at 14
months was not directly related to vocabulary development, but did
relate to child gesture use at 14 months which, in turn, predicted
child vocabulary. These relations hold even when background factors such
as socio-economic status are controlled. The findings underscore the
importance of examining early gesture when predicting child vocabulary
development
Urgent surgical management for embolized occluder devices in childhood: single center experience
How do children learn to conflate manner and path in their speech and gestures? Differences in English and Turkish
Social environment and cognition in language development: Studies in honor of Ayhan Aksu-Koc
Item does not contain fulltextLanguage development is driven by multiple factors involving both the individual child and the environments that surround the child. The chapters in this volume highlight several such factors as potential contributors to developmental change, including factors that examine the role of immediate social environment (i.e., parent SES, parent and sibling input, peer interaction) and factors that focus on the child's own cognitive and social development, such as the acquisition of theory of mind, event knowledge, and memory. The discussion of the different factors is presented largely from a crosslinguistic framework, using a multimodal perspective (speech, gesture, sign). The book celebrates the scholarly contributions of Prof. Ayhan Aksu-Koc - a pioneer in the study of crosslinguistic variation in language acquisition, particularly in the domain of evidentiality and theory of mind. This book will serve as an important resource for researchers in the field of developmental psychology, cognitive science, and linguistics across the globe.xii, 242 p
Parent–child talk about motion: Links to children’s development of motion event language
A first study on the development of spatial viewpoint in sign language acquisition. The case of Turkish Sign Language
The current study examines, for the first time, the viewpoint preferences of signing children in expressing spatial relations that require imposing a viewpoint (left-right, front-behind). We elicited spatial descriptions from deaf children (4-9 years of age) acquiring Turkish Sign Language (TÄ°D) natively from their deaf parents and from adult native signers of TÄ°D. Adults produced these spatial descriptions from their own viewpoint and from that of their addressee depending on whether the objects were located on the lateral or the sagittal axis. TÄ°D-acquiring children, on the other hand, described all spatial configurations from their own viewpoint. Differences were also found between children and adults in the type of linguistic devices and how they are used to express such spatial relations