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Children's Gestures from 18 to 30 Months

Andrén, Mats LU (2010) In Travaux de l'Institut de Linguistique de Lund 50.
Abstract
This thesis concerns the nature of the gestures performed by five Swedish children. The children are followed from 18 to 30 months of age: an age range which is characterized by a rapid succession of developmental changes in children's abilities to communicate by means of both spoken language and gesture. There are few studies of gesture in children of these ages, making it essential to ask a number of basic questions: What sort of gestural actions do the children perform? How does the use of gesture change over time, from 18 to 30 months of age? How are the gestures performed in coordination with speech? The answers provided to these questions are both quantitative and qualitative in kind. Several transitions in the use of gesture are... (More)
This thesis concerns the nature of the gestures performed by five Swedish children. The children are followed from 18 to 30 months of age: an age range which is characterized by a rapid succession of developmental changes in children's abilities to communicate by means of both spoken language and gesture. There are few studies of gesture in children of these ages, making it essential to ask a number of basic questions: What sort of gestural actions do the children perform? How does the use of gesture change over time, from 18 to 30 months of age? How are the gestures performed in coordination with speech? The answers provided to these questions are both quantitative and qualitative in kind. Several transitions in the use of gesture are identified, relating to developmental changes in the organization of speech — highlighting the symbiotic relationship between gesture and speech in the communicative ecology.

Considerable attention is paid to the even more basic question of what sort of actions qualify for the label "gesture". Instead of treating gestural qualities as a matter of a binary distinction between actions counting as gesture and those that do not, a multi-level approach is advocated. This approach allows for descriptions of gestures in terms of several different levels of complexity. Furthermore, a distinction is made between levels of communicative explicitness on the one hand, and levels of semiotic complexity on the other. This distinction allows for the recognition that some gestural actions are semiotically complex, without being explicitly communicative, and vice versa: that some gestural actions are explicitly communicative, without being semiotically complex. The latter is particularly consequential for this thesis, since a large number of communicative gestural actions reside in the borderland between practical action and expressive gesture. Hence, the gestures analyzed include not only the prototypical "empty-handed" gestures, but also gestures that involve handling of physical objects. Overall, the role of conventionality in children's gestures is underscored.

The approach is (a) cognitive in the sense that it pays attention to the knowledge and bodily skills involved in the performance of the gestures, (b) social and interactive in the sense that it views gestures as visible and accountable parts of mutually organized social activities, and (c) semiotic in the sense that the analysis tries to explicate how signification is brought about, in contrast to treating the meanings of gestures as transparently given, the way participants themselves often do when engaged in social interaction. (Less)
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author
supervisor
opponent
  • Professor Kendon, Adam, University of Pennsylvania, USA
organization
publishing date
type
Thesis
publication status
published
subject
keywords
children, gesture, development, communication, language, action, semiotics, social cognition
in
Travaux de l'Institut de Linguistique de Lund
volume
50
pages
366 pages
publisher
Centre for Languages and Literature, Lund University
defense location
Övre Palaestra, Universitetsplatsen, Paradisgatan 4, Lund
defense date
2010-11-20 10:15
ISSN
0347-2558
ISBN
978-91-628-8178-8
language
English
LU publication?
yes
id
f3e27d0e-a023-475a-af6d-c23c3e9c19f1 (old id 1700528)
date added to LUP
2010-10-26 15:36:06
date last changed
2016-09-19 08:44:49
@phdthesis{f3e27d0e-a023-475a-af6d-c23c3e9c19f1,
  abstract     = {This thesis concerns the nature of the gestures performed by five Swedish children. The children are followed from 18 to 30 months of age: an age range which is characterized by a rapid succession of developmental changes in children's abilities to communicate by means of both spoken language and gesture. There are few studies of gesture in children of these ages, making it essential to ask a number of basic questions: What sort of gestural actions do the children perform? How does the use of gesture change over time, from 18 to 30 months of age? How are the gestures performed in coordination with speech? The answers provided to these questions are both quantitative and qualitative in kind. Several transitions in the use of gesture are identified, relating to developmental changes in the organization of speech — highlighting the symbiotic relationship between gesture and speech in the communicative ecology. <br/><br>
 Considerable attention is paid to the even more basic question of what sort of actions qualify for the label "gesture". Instead of treating gestural qualities as a matter of a binary distinction between actions counting as gesture and those that do not, a multi-level approach is advocated. This approach allows for descriptions of gestures in terms of several different levels of complexity. Furthermore, a distinction is made between levels of communicative explicitness on the one hand, and levels of semiotic complexity on the other. This distinction allows for the recognition that some gestural actions are semiotically complex, without being explicitly communicative, and vice versa: that some gestural actions are explicitly communicative, without being semiotically complex. The latter is particularly consequential for this thesis, since a large number of communicative gestural actions reside in the borderland between practical action and expressive gesture. Hence, the gestures analyzed include not only the prototypical "empty-handed" gestures, but also gestures that involve handling of physical objects. Overall, the role of conventionality in children's gestures is underscored.<br/><br>
 The approach is (a) cognitive in the sense that it pays attention to the knowledge and bodily skills involved in the performance of the gestures, (b) social and interactive in the sense that it views gestures as visible and accountable parts of mutually organized social activities, and (c) semiotic in the sense that the analysis tries to explicate how signification is brought about, in contrast to treating the meanings of gestures as transparently given, the way participants themselves often do when engaged in social interaction.},
  author       = {Andrén, Mats},
  isbn         = {978-91-628-8178-8},
  issn         = {0347-2558},
  keyword      = {children,gesture,development,communication,language,action,semiotics,social cognition},
  language     = {eng},
  pages        = {366},
  publisher    = {Centre for Languages and Literature, Lund University},
  school       = {Lund University},
  series       = {Travaux de l'Institut de Linguistique de Lund},
  title        = {Children's Gestures from 18 to 30 Months},
  volume       = {50},
  year         = {2010},
}