Communicating to Learn: Infants' Pointing Gestures Result in Optimal Learning

Autor/inn/en	Lucca, Kelsey; Wilbourn, Makeba Parramore
Titel	Communicating to Learn: Infants' Pointing Gestures Result in Optimal Learning
Quelle	In: Child Development, 89 (2018) 3, S.941-960 (20 Seiten)Infoseite zur Zeitschrift PDF als Volltext Verfügbarkeit
Sprache	englisch
Dokumenttyp	gedruckt; online; Zeitschriftenaufsatz
ISSN	0009-3920
DOI	10.1111/cdev.12707
Schlagwörter	Infants; Nonverbal Communication; Child Development; Predictor Variables; Vocabulary Development; Infant Behavior; Cognitive Mapping; Learning Processes; Object Permanence + Suchen Sie Ihr Suchwort? Infant; Toddler; Toddlers; Kleinkind; Non-verbal communication; Nonverbale Kommunikation; Kindesentwicklung; Prädiktor; Wortschatzarbeit; Learning process; Lernprozess; Objektpermanenz
Abstract	Infants' pointing gestures are a critical predictor of early vocabulary size. However, it remains unknown precisely how pointing relates to word learning. The current study addressed this question in a sample of 108 infants, testing one mechanism by which infants' pointing may influence their learning. In Study 1, 18-month-olds, but not 12-month-olds, more readily mapped labels to objects if they had first pointed toward those objects than if they had referenced those objects via other communicative behaviors, such as reaching or gaze alternations. In Study 2, when an experimenter labeled a not pointed-to-object, 18-month-olds' pointing was no longer related to enhanced fast mapping. These findings suggest that infants' pointing gestures reflect a readiness and, potentially, a desire to learn. (As Provided).
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Erfasst von	ERIC (Education Resources Information Center), Washington, DC
Update	2020/1/01