Temporal synchrony in early multi-modal communication

Kelly, Barbara F.

doi:10.1075/tilar.12.11kel

Part of

Language in Interaction: Studies in honor of Eve V. Clark
Edited by Inbal Arnon, Marisa Casillas, Chigusa Kurumada and Bruno Estigarribia
[Trends in Language Acquisition Research 12] 2014
► pp. 117–138

Temporal synchrony in early multi-modal communication

Barbara F. Kelly | University of Melbourne

Children’s early gesture and speech combinations are typically asynchronous. As children develop the ability to employ speech and gesture together more regularly, the two modalities become synchronized and the word indicates one element, while the target of the gesture indicates another element. This chapter presents a longitudinal qualitative analysis of the path by which children develop the skill of temporal coordination in their gesture and spoken word communications. It investigates how this temporally coordinated information is taken up by the caregiver and examines synchrony of gesture and speech indexing the same element, in order to determine how this fits within the child’s transition to reaching the stage of multi-element communications.

Published online: 17 July 2014

https://doi.org/10.1075/tilar.12.11kel

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Cited by (1)

Cited by one other publication

Clark, Eve V.

2017. Chapter 2. Becoming social and interactive with language. In Social Environment and Cognition in Language Development [Trends in Language Acquisition Research, 21], ► pp. 19 ff.

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