Article In: Gesture: Online-First Articles
How is multimodality used in early communication?
Relationships with pragmatic function, referential-specificity level, and grammar
This content is being prepared for publication; it may be subject to changes.
Abstract
This study assessed if early multimodality increasingly involves
more mature productions, in a pragmatic (i.e., declaratives) and referential
(i.e., words) sense, and if it is associated with grammar, which would point to
multimodality’s role in language development. Data is derived from the
spontaneous multimodal behaviours of 8-to-28-month-old Peruvian children, along
with data collected with the MacArthur-Bates Communicative Development
Inventories (CDI). We found the production of multimodal behaviours that
included words correlated positively (i) with age, an effect especially strong
for declaratives, and (ii) with the spontaneous production of multiword
utterances. Also, (iii) the production of multimodal behaviours correlated
positively with the morphosyntactic complexity score (CDI), and (iv) multimodal
behaviours involving vocalizations specifically correlated negatively with MLU
(CDI). Therefore, early multimodality presents a language-oriented profile,
increasingly favouring combinations with words and a declarative function, and
correlating with multiword utterances, as well as with a more mature
morphosyntactic profile.
Article outline
- Introduction
- Early communication and gesture development
- Multimodality in early communication
- Relations between multimodality and language
- This study: Research questions and hypotheses
- Method
- Participants
- Materials and instruments
- Procedure
- Design and variables
- Results
- Development of multimodal communication with age. Relations with referential-specificity level and pragmatic function
- Relations between multimodal communicative behaviours and grammatical measures
- Discussion
- Notes
- Author queries
References
References (72)
Berman, R. A., & Slobin, D. I. (Eds.) (1994). Relating
events in narrative: A crosslinguistic developmental
study. Lawrence Erlbaum.
Blume, M., Pareja-Lora, A., Flynn, S., Foley, C., Caldwell, T., Reidy, J., Masci, J., & Lust, B. (2019a). Enabling
new collaboration and research capabilities in language sciences: Management
of language acquisition data and metadata with the Data Transcription and
Analysis
tool. In Pareja-Lora, A., Blume,, M., Lust, B. C. & Chiarcos, C. (Eds.), Development
of linguistic linked open data resources for collaborative data-intensive
research in the language
sciences, pp. 151–184. MIT Press.
Blume, M., Fernández-Flecha, M., Junyent, A., & Tijero, T. (2019b). Proceso
de adaptación de los Inventarios de Desarrollo Comunicativo MacArthur-Bates
al castellano estándar del
Perú. Lexis. 43(2). 369–420.
Butcher, C., & Goldin-Meadow, S. (2000). Gesture
and the transition from one- to two-word speech: When hand and mouth come
together. In McNeill, D. (Ed.), Language
and
gesture, pp. 235–257. Cambridge University Press.
Camaioni, L., Caselli, M. C., Longobardi, E., & Volterra, V. (1990). Construction
and validation of a parent report instrument for assessing communicative and
linguistic development in the second year of
life. Paper presented
at the Fifth International Congress for the
Study of Child Language, Budapest,
Hungary, July 15–20
1990.
Camaioni, L., Perucchini, P., Bellagamba, F., & Colonnesi, C. (2004). The
role of declarative pointing in developing a theory of
mind. Infancy, 5(3), 291–308.
Cameron‐Faulkner, T., Theakston, A., Lieven, E., & Tomasello, M. (2015). The
relationship between infant holdout and gives, and
pointing. Infancy, 20(5), 576–586.
Cameron‐Faulkner, T., Malik, N., Steele, C., Coretta, S., Serratrice, L., & Lieven, E. (2021). A
cross‐cultural analysis of early prelinguistic gesture development and its
relationship to language development. Child
Development, 92(1), 273–290.
Capirci, O., Caselli, C., Iverson, J., Pizzuto, E., & Volterra, V. (2002). Gesture
and the nature of language in infancy: The role of gesture as a transitional
device en route to two-word
speech. In Armstrong, D., Karchmer, M. & Vickrey Van Cleve, J. (Eds.), The
study of signed languages: Essays in honor of William C.
Stokoe, pp. 213–246. Gallaudet University Press.
Capirci, O., Contaldo, A., Caselli, M. C., & Volterra, V. (2005). From
action language through gesture: A longitudinal
perspective. Gesture, 5(1), 43–63.
Capirci, O., Iverson, J., Pizzuto, E., & Volterra, V. (1996). Gestures
and words during the transition to two-word
speech. Journal of Child
Language, 23(3), 645–673.
Capobianco, M., Pizzuto, E. A., & Devescovi, A. (2017). Gesture
— speech combinations and early verbal abilities: New longitudinal data
during the second year of age. Interaction
Studies: Social Behaviour and Communication in Biological and Artificial
Systems, 18(1), 55–76.
Choi, B., Wei, R., & Rowe, M. L. (2021). Show,
give, and point gestures across infancy differentially predict language
development. Developmental
Psychology, 57(6), 851–862.
Crais, E. R., Douglas, D. D., & Cox Campbell, C. (2004). The
intersection of the development of gestures and
intentionality. Journal of Speech, Language,
and Hearing
Research, 47(3), 678–694.
Crais, E. R., Watson, L. R., & Baranek, G. T. (2009). Use
of gesture development in profiling children’s prelinguistic communication
skills. American Journal of Speech-Language
Pathology, 18(1), 95–108.
Dale, P. S. (1991). The
validity of a parent report measure of vocabulary and syntax at 24
months. Journal of Speech and Hearing
Sciences, 34(3), 565–571.
De Grandis, C., Resches, M., Querejeta, M., Laguens, A., Aquino, C., Kohan Cortada, A., & Villegas, M. (2021). Nuevas evidencias acerca de la validez de la adaptación
rioplatense del Inventario de Desarrollo Comunicativo MacArthur Bates (CDI
II) [New evidence about
the validity of the River-Plate adaptation of the MacArthur-Bates
Communicative Development Inventory]. Poster
presented at the VI Encuentro de Investigadores
en Desarrollo, Aprendizaje y Educación, Buenos
Aires, Argentina. November
23, 25 and 26.
Fernández-Flecha, M. (2012). Evolución funcional de la conducta comunicativa infantil:
Estudio de caso de un niño
castellano-hablante [Functional
evolution of child communicative behaviour: Case study of a Spanish-speaking
child] [Doctoral dissertation, Universidad
Complutense de Madrid]. [URL]
Fernández-Flecha, M., Blume, M., Junyent, A., & Tijero, T. (2021a). Gesture
development in Peruvian children and its relationship with vocalizations and
vocabulary. Gesture, 20(1), 1–29.
Fernández-Flecha, M., Junyent, A., & Blume, M. (2021b). ¿Qué comprenden y dicen los niños peruanos en la primera
infancia? Resultados preliminares de tamaño y composición del vocabulario
entre los 8 y los 30 meses de edad. [What do Peruvian children understand and say in early
childhood? Preliminary results of vocabulary size and composition between 8
and 30 months of
age]. Lexis, 45(2), 729–764.
Fernández-Flecha, M., Blume, M., Junyent, A., & Tijero, T. (2021c). MacArthur-Bates: Inventario de Desarrollo Comunicativo.
Adaptación al castellano peruano. Cuadernillo para niños de 8 a 15 meses de
edad. Primeras palabras y gestos [MacArthur-Bates: Communicative Development Inventories.
Adaptation to Peruvian Spanish. Form for 8–15-months-old children. First
words and gestures]. Pontificia Universidad Católica del Perú. [URL]
Fernández-Flecha, M., Junyent, A., & Blume, M. (2024). Pragmatic
development in Peruvian children: Modality and lexical development between 8
and 15 months of age. Pragmatics &
Cognition, 30(2), 377–411.
Franco, F. (2005). Infant
pointing: Harlequin, servant of two
masters. In Eilan, N., Hoerl, C., McCormack, T. & Roessler, J. (Eds.), Joint
attention: Communication and other minds. Issues in philosophy and
psychology, pp. 129–164. Oxford University Press.
Goldin-Meadow, S., & Butcher, C. (2003). Pointing
toward two-word speech in young
children. In Kita, S. (Ed.), Pointing:
Where language, culture, and cognition
meet, pp. 85–107. Erlbaum.
Graf, E., & Davies, C. (2014). The
production and comprehension of referring
expressions. In Matthews, D. (Ed.), Pragmatic
development in first language
acquisition, pp. 161–181. John Benjamins.
Guevara, I., & Rodriguez, C. (2023). Developing
communication through objects: Ostensive gestures as the first gestures in
children’s development. Developmental
Review, 681, 101076.
Guidetti, M. (2002). The
emergence of pragmatics: Forms and functions of conventional gestures in
young French children. First
Language, 22(3), 265–285.
Gullberg, M., de Bot, K., & Volterra, V. (2008). Gestures
and some key issues in the study of language
acquisition. Gesture, 8(2), 149–179.
Igualada, A., Bosch, L., & Prieto, P. (2015). Language
development at 18 months is related to multimodal communicative strategies
at 12 months. Infant Behavior and
Development, 391, 42–52.
Iverson, J. M., Capirci, O., & Caselli, M. C. (1994). From
communication to language in two
modalities. Cognitive
Development, 9(1), 23–43.
Iverson, J. M., & Goldin-Meadow, S. (2005). Gesture
paves the way for language
development. Psychological
Science, 16(5), 367–371.
Jackson-Maldonado, D., Thal, D., Marchman, V., & Gutiérrez-Clellen, V. (1993). Early
lexical development in Spanish-speaking infants and
toddlers. Journal of Child
Language, 20(3), 523–549.
Jakobson, R. (1960). Linguistics
and
poetics. In Sebeok, T. A. (Ed.), Style
in
language, pp. 350–377. MIT Press.
Junyent, A., Tijero, T., Fernández-Flecha, M., & Blume, M. (2021). MacArthur-Bates:
Inventario de Desarrollo Comunicativo. Cuadernillo para niños de 16 a 30
meses de edad. Palabras y
gramática [MacArthur-Bates: Communicative
Development Inventories. Adaptation to Peruvian Spanish. Form for
16–30-months-old children. Words and
grammar]. Pontificia Universidad Católica del Perú. [URL]
Karousou, A. (2003). Análisis
de las vocalizaciones tempranas: Su patrón evolutivo y su función
determinante en la emergencia de la
palabra [Analysis of early vocalizations: Their
evolutive pattern and their determining role in word
emergence] [Doctoral dissertation, Universidad
Complutense de Madrid]. [URL]
Kidd, E., & Garcia, R. (2022). How
diverse is child language acquisition
research? First
Language, 1–33.
Leroy, M., Mathiot, E., & Morgenstern, A. (2009). Pointing
gestures, vocalizations and gaze: two case
studies. In Zlatev, J., Johansson, M., Falck, M., Lundmark, C. & Andrén, M. (Eds.), Studies
in language and
cognition, pp. 386–404. Cambridge Scholars Publishing.
Liszkowski, U., Carpenter, M., & Tomasello, M. (2007). Reference
and attitude in infant pointing. Journal of
Child
Language, 341, 1–20.
López Ornat, S. and A. Karousou (2005) Las vocalizaciones tempranas (8–30 meses) y su relación con el
vocabulario y la gramática. Su medida en el “CDI español”: resultados
preliminares [Early
vocalizations (8–30 months) and their relationship with vocabulary and
grammar. Its assessment with the “Spanish CDI”: preliminary
results]. In Mayor Cinca, M. A., Zubiauz de Pedro, B. & Díez-Villoria, E. (Eds) Estudios sobre la adquisición del
lenguaje [Studies language
acquisition], 401–420. Universidad de Salamanca.
Lovcevic, I., Kammermeier, M., Kanero, J., Fang, Y., Dong, Y., Tsuji, S., & Paulus, M. (2024). Infants’
use of the index finger for social and non-social purposes during the first
two years of life: A cross-cultural
study. Infant Behavior and
Development, 751, 101953.
Marentette, P., Pettenati, P., Bello, A., & Volterra, V. (2016). Gesture
and symbolic representation in Italian and English-speaking Canadian
2-year-olds. Child
Development, 87(3), 944–961.
McEachern, D., & Haynes, W. O. (2004). Gesture
— speech combinations as a transition to multiword
utterances. American Journal of
Speech-Language
Pathology, 13(3), 227–235.
Moreno-Núñez, A., Rodríguez, C., & Miranda-Zapata, E. (2020). Getting
away from the point: the emergence of ostensive gestures and their
functions. Journal of Child
Language, 47(3), 556–578.
Murillo, E., & Capilla, A. (2016). Properties
of vocalization- and gesture-combinations in the transition to first
words. Journal of Child
Language, 43(4), 890–913.
Murillo, E., Galera, M., & Casla, M. (2015). Gesture
and speech combinations beyond two-word stage in an experimental
task. Language, Cognition and
Neuroscience, 30(10), 1291–1305.
Murillo, E., Ortega, C., Otones, A., Rujas, I., & Casla, M. (2018). Changes
in the synchrony of multimodal communication in early language
development. Journal of Speech, Language, and
Hearing
Research, 61(9), 2235–2245.
Murillo, E., & Belinchón, M. (2013). Patrones
comunicativos multimodales en la transición a las primeras palabras: Cambios
en la coordinación de gestos y
vocalizaciones. Journal for the Study of
Education and Development: Infancia y
Aprendizaje, 36(3), 473–487.
O’Toole, C., & Fletcher, P. (2010). Validity
of a parent report instrument for Irish-speaking
toddlers. First
Language, 30(2), 199–217.
Özçalışkan, Ş., & Goldin-Meadow, S. (2005). Gesture
is at the cutting edge of early language
development. Cognition, 96(3), B101–B113.
Özyürek et al., A., Kita, S., Allen, S.E.M., Furman, R., Brown, A., & Ishizuka, T. (2008). Development
of cross-linguistic variation in speech and gesture: Motion events in
English and Turkish. Developmental
Psychology, 441, 1040–1054.
Perucchini, P., Bello, A., Presaghi, F., & Aureli, T. (2021). Developmental
trajectories in infant pointing: The effects of vocalisation and
communicative intention. First
Language, 41(3), 314–335.
Pettenati, P., Sekine, K., Congestrì, E., & Volterra, V. (2012). A
comparative study on representational gestures in Italian and Japanese
children. Journal of Nonverbal
Behavior, 361, 149–164.
Rodríguez, F. G., & Español, S. (2019). Communicative
functions during the pre-grammatical stage: a case
study. Journal for the Study of Education and
Development, 42(2), 413–458.
Rodríguez, F. G. (2022). Multimodal
expression in communicative functions, gestures, vocalizations, and the
contribution of early
musicality. In Español, S., Martínez, M. G. & Rodríguez, F. (Eds.), Moving
and interacting in infancy and early childhood: An embodied,
intersubjective, and multimodal approach to the interpersonal
world, pp. 247–283. Springer International Publishing.
Rombouts, E., Leenen, L., Maes, B., & Zink, I. (2023). Gesture
— speech integration is related to vocabulary skills in children with
developmental language disorder, Williams syndrome and typical
development. International Journal of
Language & Communication
Disorders, 58(1), 206–220.
Snow, C. E., Pan, B. A., Imbens‐Bailey, A., & Herman, J. (1996). Learning
how to say what one means: A longitudinal study of children’s speech act
use. Social
Development, 5(1), 56–84.
Southgate, V., van Maanen, C., & Csibra, G. (2007). Infant
pointing: Communication to cooperate or communication to
learn? Child
Development, 78(3), 735–740.
Thal, D., Jackson-Maldonado, D., & Acosta, D. (2000). Validity
of a parent-report measure of vocabulary and grammar for Spanish-speaking
toddlers. Journal of Speech, Language, and
Hearing
Research, 43(5), 1087–1100.
Thal, D., & Tobias, S. (1992). Communicative
gestures in children with delayed onset of oral expressive
vocabulary. Journal of Speech, Language, and
Hearing
Research, 35(6), 1281–1289.
Thordardottir, E. T., & Ellis
Weismer, S. E. (1996). Language
assessment via parent report: Development of a screening instrument for
Icelandic children. First
Language, 16(48), 265–285.
Tomasello, M. (2001). Bruner
on language
acquisition. In Backhurst, D. & Shanker, S. G. (Eds.), Jerome
Bruner: Language, culture and
self, pp. 31–48. Sage.
Torche, E. (2009). Aproximaciones a la clase media de
Lima [Approximations to
the middle class in
Lima]. In Franco, R., Hopenhayn, M. & León, A. (Eds.), Las clases medias en América Latina: Retrospectiva y nuevas
tendencias. [Middle classes in
Latin America: Retrospective and new
tendencies], pp. 289–354. Siglo Veintiuno.
Vigliocco, G., Perniss, P., & Vinson, D. (2014). Language
as a multimodal phenomenon: implications for language learning, processing
and evolution. Philosophical Transactions of
the Royal Society B: Biological
Sciences, 369(1651), 20130292.
Vihman, M. M., Macken, M. A., Miller, R., Simmons, H. & Miller, J. (1985). From
babbling to speech: A reassessment of the continuity
issue. Language, 611, 395–443.
Volterra, V., Caselli, M. C., Capirci, O., & Pizzuto, E. (2005). Gesture
and the emergence and development of
language. In Tomasello, M. & Slobin, D. (Eds.), Beyond
nature-nurture: Essays in honor of Elizabeth
Bates, pp. 3–40. Lawrence Erlbaum.
Volterra, V., Capirci, O., Rinaldi, P., & Sparaci, L. (2018). From
action to spoken and signed language through gesture: Some basic
developmental issues for a discussion on the evolution of the human
language-ready brain. Interaction Studies:
Social Behaviour and Communication in Biological and Artificial
Systems, 19(1–2), 216–238.