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Early language-specificity of children's event encoding in speech and gesture: Evidence from caused motion in Turkish

MPG-Autoren
http://pubman.mpdl.mpg.de/cone/persons/resource/persons4939

Furman,  Reyhan
Centre for Language Studies. Radboud University Nijmegen;
Language in our Hands: Sign and Gesture, MPI for Psycholinguistics, Max Planck Society;

http://pubman.mpdl.mpg.de/cone/persons/resource/persons142

Ozyurek,  Asli
Centre for Language Studies. Radboud University Nijmegen;
Language in our Hands: Sign and Gesture, MPI for Psycholinguistics, Max Planck Society;
Research Associates, MPI for Psycholinguistics, Max Planck Society;

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Zitation

Furman, R., Kuntay, A., & Ozyurek, A. (2014). Early language-specificity of children's event encoding in speech and gesture: Evidence from caused motion in Turkish. Language, Cognition and Neuroscience, 29, 620-634. doi:10.1080/01690965.2013.824993.


Zitierlink: http://hdl.handle.net/11858/00-001M-0000-0013-ADB6-1
Zusammenfassung
Previous research on language development shows that children are tuned early on to the language-specific semantic and syntactic encoding of events in their native language. Here we ask whether language-specificity is also evident in children's early representations in gesture accompanying speech. In a longitudinal study, we examined the spontaneous speech and cospeech gestures of eight Turkish-speaking children aged one to three and focused on their caused motion event expressions. In Turkish, unlike in English, the main semantic elements of caused motion such as Action and Path can be encoded in the verb (e.g. sok- ‘put in’) and the arguments of a verb can be easily omitted. We found that Turkish-speaking children's speech indeed displayed these language-specific features and focused on verbs to encode caused motion. More interestingly, we found that their early gestures also manifested specificity. Children used iconic cospeech gestures (from 19 months onwards) as often as pointing gestures and represented semantic elements such as Action with Figure and/or Path that reinforced or supplemented speech in language-specific ways until the age of three. In the light of previous reports on the scarcity of iconic gestures in English-speaking children's early productions, we argue that the language children learn shapes gestures and how they get integrated with speech in the first three years of life.