dc.contributor.author |
Rohrer, Patrick Louis |
dc.contributor.author |
Florit-Pons, Júlia |
dc.contributor.author |
Vilà-Giménez, Ingrid |
dc.contributor.author |
Prieto Vives, Pilar, 1965- |
dc.date.accessioned |
2022-11-25T07:01:12Z |
dc.date.available |
2022-11-25T07:01:12Z |
dc.date.issued |
2022 |
dc.identifier.citation |
Rohrer PL, Florit-Pons J, Vilà-Giménez I, Prieto P. Children use non-referential gestures in narrative speech to mark discourse elements which update common ground. Front Psychol. 2022;12:661339. DOI: 10.3389/fpsyg.2021.661339 |
dc.identifier.issn |
1664-1078 |
dc.identifier.uri |
http://hdl.handle.net/10230/55003 |
dc.description.abstract |
While recent studies have claimed that non-referential gestures (i.e., gestures that do
not visually represent any semantic content in speech) are used to mark discourse-new
and/or -accessible referents and focused information in adult speech, to our knowledge,
no prior investigation has studied the relationship between information structure (IS) and
gesture referentiality in children’s narrative speech from a developmental perspective.
A longitudinal database consisting of 332 narratives performed by 83 children at two
different time points in development was coded for IS and gesture referentiality (i.e.,
referential and non-referential gestures). Results revealed that at both time points, both
referential and non-referential gestures were produced more with information that moves
discourse forward (i.e., focus) and predication (i.e., comment) rather than topical or
background information. Further, at 7–9 years of age, children tended to use more nonreferential gestures to mark focus and comment constituents than referential gestures.
In terms of the marking of the newness of discourse referents, non-referential gestures
already seem to play a key role at 5–6 years old, whereas referential gestures did not
show any patterns. This relationship was even stronger at 7–9 years old. All in all,
our findings offer supporting evidence that in contrast with referential gestures, nonreferential gestures have been found to play a key role in marking IS, and that the
development of this relationship solidifies at a period in development that coincides with
a spurt in non-referential gesture production. |
dc.description.sponsorship |
PLR would like to acknowledge a joint Ph.D. grant, awarded
by the Department of Translation and Language Sciences,
Universitat Pompeu Fabra, and SGR AGAUR Grant, Generalitat
de Catalunya, Award number: 2017 SGR_971, while JF-P
would like to acknowledge a Ph.D. grant, awarded by the
Generalitat de Catalunya, Award number: 2021 FI_B 00778.
We would also like to acknowledge the financial support
awarded by the Spanish Ministry of Science, Innovation and
Universities (MCIU), Agencia Estatal de Investigación (AEI),
and Fondo Europeo de Desarrollo Regional (FEDER) [PGC2018-
097007-B-100 “Multimodal Language Learning (MLL): Prosodic and Gestural Integration in Pragmatic and Phonological
Development”], by the Spanish Ministry of Economy and
Competitiveness (MINECO) (FFI2015-66533-P “Intonational
and gestural meaning in language”), by the Generalitat de
Catalunya (2014 SGR_925, 2017 SGR_971), and by the GEHM
(Gesture and Head Movements in Language) Research Network,
funded by the Independent Research Fund Denmark (9055-
00004B) |
dc.format.mimetype |
application/pdf |
dc.language.iso |
eng |
dc.publisher |
Frontiers |
dc.relation.ispartof |
Frontiers in Psychology. 2022;12:661339 |
dc.rights |
© 2022 Rohrer, Florit-Pons, Vilà-Giménez and Prieto. This is an open-access article distributed under the terms of the Creative Commons Attribution License (CC BY). 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 |
Children use non-referential gestures in narrative speech to mark discourse elements which update common ground |
dc.type |
info:eu-repo/semantics/article |
dc.identifier.doi |
http://dx.doi.org/10.3389/fpsyg.2021.661339 |
dc.subject.keyword |
Information structure (IS) |
dc.subject.keyword |
Discourse referents |
dc.subject.keyword |
Referential gesture |
dc.subject.keyword |
Non-referential gesture |
dc.subject.keyword |
Multimodal development |
dc.subject.keyword |
Narrative discourse |
dc.subject.keyword |
Child development |
dc.relation.projectID |
info:eu-repo/grantAgreement/ES/2PE/PGC2018-097007-B-I00 |
dc.relation.projectID |
info:eu-repo/grantAgreement/ES/1PE/FFI2015-66533 |
dc.rights.accessRights |
info:eu-repo/semantics/openAccess |
dc.type.version |
info:eu-repo/semantics/publishedVersion |