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Effects of Gesture Frequency and Ges...

Frost, Faith D.

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Effects of Gesture Frequency and Gesture-Speech Redundancy on Typically Developing Preschoolers' Word Learning.

Record Type:	Electronic resources : Monograph/item
Title/Author:	Effects of Gesture Frequency and Gesture-Speech Redundancy on Typically Developing Preschoolers' Word Learning./
Author:	Frost, Faith D.
Published:	Ann Arbor : ProQuest Dissertations & Theses, : 2019,
Description:	79 p.
Notes:	Source: Masters Abstracts International, Volume: 80-10.
Contained By:	Masters Abstracts International80-10.
Subject:	Speech therapy. -
Online resource:	http://pqdd.sinica.edu.tw/twdaoapp/servlet/advanced?query=13856368
ISBN:	9781392064221

Effects of Gesture Frequency and Gesture-Speech Redundancy on Typically Developing Preschoolers' Word Learning.
Frost, Faith D.

Effects of Gesture Frequency and Gesture-Speech Redundancy on Typically Developing Preschoolers' Word Learning. - Ann Arbor : ProQuest Dissertations & Theses, 2019 - 79 p.

Source: Masters Abstracts International, Volume: 80-10.

Thesis (M.S.)--University of South Alabama, 2019.

This item must not be sold to any third party vendors.

Gestures are known to be beneficial to word learning for typically developing children and children with specific language impairment (SLI). The impact of representational gestures versus gesture-speech redundancy is not known. In a pilot study, 23 typically developing preschoolers were exposed to three nonsense words paired with unfamiliar objects in three video conditions manipulating the frequency of representational (shape) gestures and gesture-speech redundancy. Participants' identification was not different for the three conditions, and overall they did not successfully learn the target words: 70% of participants were incorrect when asked to point to target words. Despite this, participants showed significantly better expressive naming for target words learned in the high gesture frequency, high gesture-speech redundancy condition (n = 6) compared to the high gesture frequency, low gesture-speech redundancy and no gesture conditions (n = 2 and 1, respectively). Investigation with five-year-old participants is ongoing and future investigations are planned to test the effects of gesture factors on word learning for children with SLI.

ISBN: 9781392064221Subjects--Topical Terms:

520446
Speech therapy.
Subjects--Index Terms:

Gesture frequency

Effects of Gesture Frequency and Gesture-Speech Redundancy on Typically Developing Preschoolers' Word Learning.
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245 1 0 $a Effects of Gesture Frequency and Gesture-Speech Redundancy on Typically Developing Preschoolers' Word Learning.
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300 $a 79 p.
500 $a Source: Masters Abstracts International, Volume: 80-10.
500 $a Publisher info.: Dissertation/Thesis.
500 $a Advisor: Beverly, Brenda L.
502 $a Thesis (M.S.)--University of South Alabama, 2019.
506 $a This item must not be sold to any third party vendors.
520 $a Gestures are known to be beneficial to word learning for typically developing children and children with specific language impairment (SLI). The impact of representational gestures versus gesture-speech redundancy is not known. In a pilot study, 23 typically developing preschoolers were exposed to three nonsense words paired with unfamiliar objects in three video conditions manipulating the frequency of representational (shape) gestures and gesture-speech redundancy. Participants' identification was not different for the three conditions, and overall they did not successfully learn the target words: 70% of participants were incorrect when asked to point to target words. Despite this, participants showed significantly better expressive naming for target words learned in the high gesture frequency, high gesture-speech redundancy condition (n = 6) compared to the high gesture frequency, low gesture-speech redundancy and no gesture conditions (n = 2 and 1, respectively). Investigation with five-year-old participants is ongoing and future investigations are planned to test the effects of gesture factors on word learning for children with SLI.
590 $a School code: 0491.
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653 $a Gesture frequency
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653 $a Preschoolers
653 $a Redundant gestures
653 $a Representational gestures
653 $a Word learning
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710 2 $a University of South Alabama. $b College of Allied Health Professions. $3 3185178
773 0 $t Masters Abstracts International $g 80-10.
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