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Susan Goldin-Meadow

Publications and source records attributed to Susan Goldin-Meadow.

11 recordsLinked to original sources
PubMed2006

How children make language out of gesture: morphological structure in gesture systems developed by American and Chinese deaf children.

When children learn language, they apply their language-learning skills to the linguistic input they receive. But what happens if children are not exposed to input from a conventional language? Do they engage their language-learning skills nonetheless, applying them to whatever unconventional input they have? We address this question by examining gesture systems created by four American and four Chinese deaf children. The children's profound hearing losses prevented them from learning spoken language, and their hearing parents had not exposed them to sign language. Nevertheless, the children in both cultures invented gesture systems that were structured at the morphological/word level. Interestingly, the differences between the children's systems were no bigger across cultures than within cultures. The children's morphemes could not be traced to their hearing mothers' gestures; however, they were built out of forms and meanings shared with their mothers. The findings suggest that children construct morphological structure out of the input that is handed to them, even if that input is not linguistic in form.

Asian People↗
PubMed2006

The importance of gesture in children's spatial reasoning.

On average, men outperform women on mental rotation tasks. Even boys as young as 4 1/2 perform better than girls on simplified spatial transformation tasks. The goal of our study was to explore ways of improving 5-year-olds' performance on a spatial transformation task and to examine the strategies children use to solve this task. We found that boys performed better than girls before training and that both boys and girls improved with training, whether they were given explicit instruction or just practice. Regardless of training condition, the more children gestured about moving the pieces when asked to explain how they solved the spatial transformation task, the better they performed on the task, with boys gesturing about movement significantly more (and performing better) than girls. Gesture thus provides useful information about children's spatial strategies, raising the possibility that gesture training may be particularly effective in improving children's mental rotation skills.

Child↗
PubMed2005

Gesture is at the cutting edge of early language development.

Children who produce one word at a time often use gesture to supplement their speech, turning a single word into an utterance that conveys a sentence-like meaning ('eat'+point at cookie). Interestingly, the age at which children first produce supplementary gesture-speech combinations of this sort reliably predicts the age at which they first produce two-word utterances. Gesture thus serves as a signal that a child will soon be ready to begin producing multi-word sentences. The question is what happens next. Gesture could continue to expand a child's communicative repertoire over development, combining with words to convey increasingly complex ideas. Alternatively, after serving as an opening wedge into language, gesture could cease its role as a forerunner of linguistic change. We addressed this question in a sample of 40 typically developing children, each observed at 14, 18, and 22 months. The number of supplementary gesture-speech combinations the children produced increased significantly from 14 to 22 months. More importantly, the types of supplementary combinations the children produced changed over time and presaged changes in their speech. Children produced three distinct constructions across the two modalities several months before these same constructions appeared entirely within speech. Gesture thus continues to be at the cutting edge of early language development, providing stepping-stones to increasingly complex linguistic constructions.

Child, Preschool↗
PubMed2005

How our hands help us learn.

When people talk they gesture, and those gestures often reflect thoughts not expressed in their words. In this sense, gesture and the speech it accompanies can mismatch. Gesture-speech 'mismatches' are found when learners are on the verge of making progress on a task - when they are ready to learn. Moreover, mismatches provide insight into the mental processes that characterize learners when in this transitional state. Gesture is not just handwaving - it reflects how we think. However, evidence is mounting that gesture goes beyond reflecting our thoughts and can have a hand in changing those thoughts. We consider two ways in which gesture could change the course of learning: indirectly by influencing learning environments or directly by influencing learners themselves.

Cognition↗
PubMed2005

Do parents lead their children by the hand?

The types of gesture+speech combinations children produce during the early stages of language development change over time. This change, in turn, predicts the onset of two-word speech and thus might reflect a cognitive transition that the child is undergoing. An alternative, however, is that the change merely reflects changes in the types of gesture + speech combinations that their caregivers produce. To explore this possibility, we videotaped 40 American child-caregiver dyads in their homes for 90 minutes when the children were 1;2, 1;6, and 1;10. Each gesture was classified according to type (deictic, conventional, representational) and the relation it held to speech (reinforcing, disambiguating, supplementary). Children and their caregivers produced the same types of gestures and in approximately the same distribution. However, the children differed from their caregivers in the way they used gesture in relation to speech. Over time, children produced many more REINFORCING (bike+point at bike), DISAMBIGUATING (that one+ point at bike), and SUPPLEMENTARY combinations (ride+point at bike). In contrast, the frequency and distribution of caregivers' gesture+speech combinations remained constant over time. Thus, the changing relation between gesture and speech observed in the children cannot be traced back to the gestural input the children receive. Rather, it appears to reflect changes in the children's own skills, illustrating once again gesture's ability to shed light on developing cognitive and linguistic processes.

Age Factors↗
PubMed2005

Children learn when their teacher's gestures and speech differ.

Teachers gesture when they teach, and those gestures do not always convey the same information as their speech. Gesture thus offers learners a second message. To determine whether learners take advantage of this offer, we gave 160 children in the third and fourth grades instruction in mathematical equivalence. Children were taught either one or two problem-solving strategies in speech accompanied by no gesture, gesture conveying the same strategy, or gesture conveying a different strategy. The children were likely to profit from instruction with gesture, but only when it conveyed a different strategy than speech did. Moreover, two strategies were effective in promoting learning only when the second strategy was taught in gesture, not speech. Gesture thus has an active hand in learning.

Attention↗
PubMed2005

Gesture paves the way for language development.

In development, children often use gesture to communicate before they use words. The question is whether these gestures merely precede language development or are fundamentally tied to it. We examined 10 children making the transition from single words to two-word combinations and found that gesture had a tight relation to the children's lexical and syntactic development. First, a great many of the lexical items that each child produced initially in gesture later moved to that child's verbal lexicon. Second, children who were first to produce gesture-plus-word combinations conveying two elements in a proposition (point at bird and say "nap") were also first to produce two-word combinations ("bird nap"). Changes in gesture thus not only predate but also predict changes in language, suggesting that early gesture may be paving the way for future developments in language.

Child Language↗
PubMed2004

Expressing generic concepts with and without a language model.

Utterances expressing generic kinds ("birds fly") highlight qualities of a category that are stable and enduring, and thus provide insight into conceptual organization. To explore the role that linguistic input plays in children's production of generic nouns, we observed American and Chinese deaf children whose hearing losses prevented them from learning speech and whose hearing parents had not exposed them to sign. These children develop gesture systems that have language-like structure at many different levels. The specific question we addressed in this study was whether the gesture systems, developed without input from a conventional language model, would contain generics. We found that the deaf children used generics in the gestures they invented, and did so at about the same rate as hearing children growing up in the same cultures and learning English or Mandarin. Moreover, the deaf children produced more generics for animals than for artifacts, a bias found previously in adult English- and Mandarin-speakers and also found in both groups of hearing children in our current study. This bias has been hypothesized to reflect the different conceptual organizations underlying animal and artifact categories. Our results suggest that not only is a language model not necessary for young children to produce generic utterances, but the bias to produce more generics for animals than artifacts also does not require linguistic input to develop.

Child Language↗
PubMed2003

From children's hands to adults' ears: gesture's role in the learning process.

Children can express thoughts in gesture that they do not express in speech--they produce gesture-speech mismatches. Moreover, children who produce mismatches on a given task are particularly ready to learn that task. Gesture, then, is a tool that researchers can use to predict who will profit from instruction. But is gesture also useful to adults who must decide how to instruct a particular child? We asked 8 adults to instruct 38 third- and fourth-grade children individually in a math problem. We found that the adults offered more variable instruction to children who produced mismatches than to children who produced no mismatches--more different types of instructional strategies and more instructions that contained two different strategies, one in speech and the other in gesture. The children thus appeared to be shaping their own learning environments just by moving their hands. Gesture not only reflects a child's understanding but can play a role in eliciting input that could shape that understanding. As such, it may be part of the mechanism of cognitive change.

Adult↗
PubMed2002

Thought before language: how deaf and hearing children express motion events across cultures.

Do children come to the language-learning situation with a predetermined set of ideas about motion events that they want to communicate? If so, is the expression of these ideas modified by exposure to a language model within a particular cultural context? We explored these questions by comparing the gestures produced by Chinese and American deaf children who had not been exposed to a usable conventional language model with the speech of hearing children learning Mandarin or English. We found that, even in the absence of any conventional language model, deaf children conveyed the central elements of a motion event in their communications. More surprisingly, deaf children growing up in an American culture used their gestures to express motion events in precisely the same ways as deaf children growing up in a Chinese culture. In contrast, hearing children in the two cultures expressed motion events differently, in accordance with the languages they were learning. The American children obeyed the patterns of English and rarely omitted words for figures or agents. The Chinese children had more flexibility as Mandarin permits (but does not demand) deletion. Interestingly, the Chinese hearing children's descriptions of motion events resembled the deaf children's descriptions more closely than did the American hearing children's. The thoughts that deaf children convey in their gestures thus may serve as the starting point and perhaps a default for all children as they begin the process of grammaticization--thoughts that have not yet been filtered through a language model.

Child, Preschool↗