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Gestural and prosodic development act as sister systems and jointly pave the way for children’s sociopragmatic development

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dc.contributor.author Hübscher, Iris
dc.contributor.author Prieto Vives, Pilar, 1965-
dc.date.accessioned 2020-04-22T10:28:10Z
dc.date.available 2020-04-22T10:28:10Z
dc.date.issued 2019
dc.identifier.citation Hübscher I, Prieto P. Gestural and prosodic development act as sister systems and jointly pave the way for children’s sociopragmatic development. Front Psychol. 2019 Jun 12;10:1259. DOI: 10.3389/fpsyg.2019.01259
dc.identifier.issn 1664-1078
dc.identifier.uri http://hdl.handle.net/10230/44310
dc.description.abstract Children might combine gesture and prosody to express a pragmatic meaning such as a request, information focus, uncertainty or politeness, before they can convey these meanings in speech. However, little is known about the developmental trajectories of gestural and prosodic patterns and how they relate to a child’s growing understanding and propositional use of these sociopragmatic meanings. Do gesture and prosody act as sister systems in pragmatic development? Do children acquire these components of language before they are able to express themselves through spoken language, thus acting as forerunners in children’s pragmatic development? This review article assesses empirical evidence that demonstrates that gesture and prosody act as intimately related systems and, importantly, pave the way for pragmatic acquisition at different developmental stages. The review goes on to explore how the integration of gesture and prosody with semantics and syntax can impact language acquisition and how multimodal interventions can be used effectively in educational settings. Our review findings support the importance of simultaneously assessing both the prosodic and the gestural components of language in the fields of language development, language learning, and language intervention.
dc.description.sponsorship This article is partly based on, and was inspired by, the results of research funded by the Spanish Ministry of Science and Innovation (Grant No. FFI2015-66533-P “Intonational and gestural meaning in language” and Grant No. PGC2018-097007-B-I00 “Multimodal Language Learning”) and a grant awarded by the Generalitat de Catalunya (Grant No. 2017SGR-925) to the Prosodic Studies Group.
dc.format.mimetype application/pdf
dc.language.iso eng
dc.publisher Frontiers
dc.relation.ispartof Frontiers in Psychology. 2019 Jun 12;10:1259
dc.rights © 2019 Hübscher and Prieto. This is an open-access article distributed under the terms of the Creative Commons Attribution License (CC BY) (https://creativecommons.org/licenses/by/4.0/). The use, distribution or reproduction in other forums is permitted, provided the original author(s) and the copyright owner(s) are credited and that the original publication in this journal is cited, in accordance with accepted academic practice. No use, distribution or reproduction is permitted which does not comply with these terms.
dc.rights.uri https://creativecommons.org/licenses/by/4.0/
dc.title Gestural and prosodic development act as sister systems and jointly pave the way for children’s sociopragmatic development
dc.type info:eu-repo/semantics/article
dc.identifier.doi http://dx.doi.org/10.3389/fpsyg.2019.01259
dc.subject.keyword Gesture acquisition
dc.subject.keyword Prosody acquisition
dc.subject.keyword Sociopragmatic development
dc.subject.keyword Multimodal communication and learning
dc.subject.keyword Child language acquisition
dc.relation.projectID info:eu-repo/grantAgreement/ES/1PE/FFI2015-66533-P
dc.relation.projectID info:eu-repo/grantAgreement/ES/2PE/PGC2018-097007-B-I00
dc.rights.accessRights info:eu-repo/semantics/openAccess
dc.type.version info:eu-repo/semantics/publishedVersion


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