Article published In:
How the Brain Got Language: Towards a New Road MapEdited by Michael A. Arbib
[Interaction Studies 19:1/2] 2018
► pp. 216–238
Edited by Michael A. Arbib
[Interaction Studies 19:1/2] 2018
► pp. 216–238
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
Virginia Volterra | Institute of Cognitive Sciences and Technologies (ISTC), National Research Council (CNR) of Italy
Olga Capirci | Institute of Cognitive Sciences and Technologies (ISTC), National Research Council (CNR) of Italy
We review major developmental evidence on the continuity from action to gesture to word and sign in human children, highlighting
the important role of caregivers in the development of multimodal communication. In particular, the basic issues considered here
and contributing to the current debate on the origins and development of the language-ready brain are: (1) links between early
actions, gestures and words and similarities in representational strategies; (2) importance of multimodal communication and the
interplay between gestures and spoken words; (3) interconnections between early actions, gestures and signs. The innovation of
this report is in connecting these themes together to relevant findings from studies on children between 6 and 36 months of age
and highlighting interesting parallels in studies on ape communicative behavior.
Keywords: child development, communication, multimodality, actions, gestures, words, signs
Article outline
- Introduction
- 1.From action to gesture and word
- 1.1Links between early motor skills and gestures
- 1.2Early action and gesture ‘‘Vocabulary’’ and its relationship to word comprehension and production
- 2.Representational techniques across elicited pantomime in children, communicative gestures and sign languages
- 3.Similarities between gestures and signs
- 4.Toward a new road map
-
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