{"product_id":"gesture-in-language-von-undefined","title":"Gesture in Language","description":"\n                                \n                \u003cp\u003eThrough constant exposure to adult input in interaction, children’s language gradually develops into rich linguistic constructions containing multiple cross-modal elements subtly used together for communicative functions. Sensorimotor schemas provide the \"grounding\" of language in experience and lead to children’s access to the symbolic function. With the emergence of vocal or signed productions, gestures do not disappear but remain functional and diversify in form and function as children become skilled adult multimodal conversationalists. \u003c\/p\u003e\n                                 \n                \n                \u003cp\u003eThis volume examines the role of gesture over the human lifespan in its complex interaction with speech and sign. Gesture is explored in the different stages before, during, and after language has fully developed and a special focus is placed on the role of gesture in language learning and cognitive development. Specific chapters are devoted to the use of gesture in atypical populations. \u003c\/p\u003e\n                                 \n                \n                \u003cp\u003e\u003c\/p\u003e\n                                 \n                \n                \u003cp\u003eCONTENTS \u003c\/p\u003e\n                                 \n                \n                \u003cp\u003eContributors \u003c\/p\u003e\n                                 \n                \n                \u003cp\u003e\n                                        Aliyah Morgenstern and Susan Goldin-Meadow\n                    \n                    \u003cbr\u003e\n                                        1 Introduction to Gesture in Language \n                \n                \u003c\/p\u003e\n                                 \n                \n                \u003cp\u003e\n                                        \n                    \u003cstrong\u003ePart I: An Emblematic Gesture: Pointing\u003c\/strong\u003e\n                                         \n                \n                \u003c\/p\u003e\n                                 \n                \n                \u003cp\u003e\n                                        Kensy Cooperrider and Kate Mesh\n                    \n                    \u003cbr\u003e\n                                        2 Pointing in Gesture and Sign \n                \n                \u003c\/p\u003e\n                                 \n                \n                \u003cp\u003e\n                                        Aliyah Morgenstern\n                    \n                    \u003cbr\u003e\n                                        3 Early Pointing Gestures \n                \n                \u003c\/p\u003e\n                                 \n                \n                \u003cp\u003e\n                                        \n                    \u003cstrong\u003ePart II: Gesture Before Speech\u003c\/strong\u003e\n                                         \n                \n                \u003c\/p\u003e\n                                 \n                \n                \u003cp\u003e\n                                        Meredith L. Rowe, Ran Wei, and Virginia C. Salo\n                    \n                    \u003cbr\u003e\n                                        4 Early Gesture Predicts Later Language Development \n                \n                \u003c\/p\u003e\n                                 \n                \n                \u003cp\u003e\n                                        Olga Capirci, Maria Cristina Caselli, and Virginia Volterra\n                    \n                    \u003cbr\u003e\n                                        5 Interaction Among Modalities and Within Development \n                \n                \u003c\/p\u003e\n                                 \n                \n                \u003cp\u003e\n                                        \n                    \u003cstrong\u003ePart III: Gesture With Speech During Language Learning\u003c\/strong\u003e\n                                         \n                \n                \u003c\/p\u003e\n                                 \n                \n                \u003cp\u003e\n                                        Eve V. Clark and Barbara F. Kelly\n                    \n                    \u003cbr\u003e\n                                        6 Constructing a System of Communication With Gestures and Words \n                \n                \u003c\/p\u003e\n                                 \n                \n                \u003cp\u003e\n                                        Pauline Beaupoil-Hourdel\n                    \n                    \u003cbr\u003e\n                                        7 Embodying Language Complexity: Co-Speech Gestures Between Age 3 and 4 \n                \n                \u003c\/p\u003e\n                                 \n                \n                \u003cp\u003e\n                                        Casey Hall, Elizabeth Wakefield, and Susan Goldin-Meadow\n                    \n                    \u003cbr\u003e\n                                        8 Gesture Can Facilitate Children’s Learning and Generalization of Verbs \n                \n                \u003c\/p\u003e\n                                 \n                \n                \u003cp\u003e\n                                        \n                    \u003cstrong\u003ePart IV: Gesture After Speech Is Mastered\u003c\/strong\u003e\n                                         \n                \n                \u003c\/p\u003e\n                                 \n                \n                \u003cp\u003e\n                                        Jean-Marc Colletta\n                    \n                    \u003cbr\u003e\n                                        9 On the Codevelopment of Gesture and Monologic Discourse in Children \n                \n                \u003c\/p\u003e\n                                 \n                \n                \u003cp\u003e\n                                        Susan Wagner Cook\n                    \n                    \u003cbr\u003e\n                                        10 Understanding How Gestures Are Produced and Perceived \n                \n                \u003c\/p\u003e\n                                 \n                \n                \u003cp\u003e\n                                        Tilbe Göksun, Demet Özer, and Seda AkbIyık\n                    \n                    \u003cbr\u003e\n                                        11 Gesture in the Aging Brain \n                \n                \u003c\/p\u003e\n                                 \n                \n                \u003cp\u003e\n                                        \n                    \u003cstrong\u003ePart V: Gesture With More Than One Language\u003c\/strong\u003e\n                                         \n                \n                \u003c\/p\u003e\n                                 \n                \n                \u003cp\u003e\n                                        Elena Nicoladis and Lisa Smithson\n                    \n                    \u003cbr\u003e\n                                        12 Gesture in Bilingual Language Acquisition \n                \n                \u003c\/p\u003e\n                                 \n                \n                \u003cp\u003e\n                                        Marianne Gullberg\n                    \n                    \u003cbr\u003e\n                                        13 Bimodal Convergence: How Languages Interact in Multicompetent Language Users’ Speech and Gestures \n                \n                \u003c\/p\u003e\n                                 \n                \n                \u003cp\u003e\n                                        Gale Stam and Marion Tellier\n                    \n                    \u003cbr\u003e\n                                        14 Gesture Helps Second and Foreign Language Learning and Teaching \n                \n                \u003c\/p\u003e\n                                 \n                \n                \u003cp\u003e\n                                        Aliyah Morgenstern and Susan Goldin-Meadow\n                    \n                    \u003cbr\u003e\n                                        Afterword: Gesture as Part of Language or Partner to Language Across the Lifespan \n                \n                \u003c\/p\u003e\n                                 \n                \n                \u003cp\u003e\n                                        Index\n                    \n                    \u003cbr\u003e\n                                        About the Editors \n                \n                \u003c\/p\u003e\n                            \n            \u003cdiv class=\"aw-variant-hidden-subtitle-div\" id=\"aw-variant-subtitle-9783111255231\"\u003e\u003ch3\u003eDevelopment Across the Lifespan\u003c\/h3\u003e\u003c\/div\u003e","brand":"Autorenwelt Shop","offers":[{"title":"Softcover - 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