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</o:shapelayout></xml><![endif]--></head><body lang=FR link=blue vlink=purple><div class=WordSection1><p class=MsoNormal><span style='font-size:11.0pt;font-family:"Calibri","sans-serif";color:#1F497D'><o:p> </o:p></span></p><p class=MsoNormal><b><span lang=EN-US style='font-size:11.0pt;font-family:"Calibri","sans-serif";color:#1F497D'>Gesture and Multimodal Development</span></b><span lang=EN-US style='font-size:11.0pt;font-family:"Calibri","sans-serif";color:#1F497D'><o:p></o:p></span></p><p class=MsoNormal><b><span lang=EN-US style='font-size:11.0pt;font-family:"Calibri","sans-serif";color:#1F497D'>Edited by Jean-Marc Colletta and Michèle Guidetti</span></b><span lang=EN-US style='font-size:11.0pt;font-family:"Calibri","sans-serif";color:#1F497D'><o:p></o:p></span></p><p class=MsoNormal><span style='font-size:11.0pt;font-family:"Calibri","sans-serif";color:#1F497D'>Université Stendhal - Grenoble 3 / Université Toulouse 2<o:p></o:p></span></p><p class=MsoNormal><span style='font-size:11.0pt;font-family:"Calibri","sans-serif";color:#1F497D'><o:p> </o:p></span></p><p class=MsoNormal><span lang=EN-US style='font-size:11.0pt;font-family:"Calibri","sans-serif";color:#1F497D'>We gesture while we talk and children use gestures prior to words to communicate during the first year. Later, as words become the preferred form of communication, children continue to gesture to reinforce or extend the spoken messages or even to replace them. This volume, originally published as a Special Issue of <i>Gesture </i>10:2/3 (2010), brings together studies from language acquisition and developmental psychology. It provides a review of common theoretical, methodological and empirical themes, and the contributions address topics such as gesture use in prelinguistic infants with a special and new focus on pointing, the relationship between gestures and lexical development in typically developing and deaf children and even how gesture can help to learn mathematics. All in all, it brings additional evidence on how gestures are related to language, communication and mind development.<o:p></o:p></span></p><p class=MsoNormal><b><span lang=EN-US style='font-size:11.0pt;font-family:"Calibri","sans-serif";color:#1F497D'><o:p> </o:p></span></b></p><p class=MsoNormal><b><span lang=EN-US style='font-size:11.0pt;font-family:"Calibri","sans-serif";color:#1F497D'>[Benjamins Current Topics, 39] 2012. xii, 223 pp.<o:p></o:p></span></b></p><p class=MsoNormal><b><span lang=EN-US style='font-size:11.0pt;font-family:"Calibri","sans-serif";color:#1F497D'><o:p> </o:p></span></b></p><p class=MsoNormal><span lang=EN-US style='font-size:11.0pt;font-family:"Calibri","sans-serif";color:#1F497D'>http://benjamins.com/#catalog/books/bct.39/main<o:p></o:p></span></p><p class=MsoNormal><b><span lang=EN-US style='font-size:11.0pt;font-family:"Calibri","sans-serif";color:#1F497D'><o:p> </o:p></span></b></p><p class=MsoNormal><span lang=EN-US style='font-size:11.0pt;font-family:"Calibri","sans-serif";color:#1F497D'><o:p> </o:p></span></p></div><span lang=EN-US style='font-size:11.0pt;font-family:"Calibri","sans-serif";color:#1F497D;mso-fareast-language:FR'><br clear=all style='page-break-before:always'></span><div class=WordSection2><p class=MsoNormal><b><span lang=EN-US style='font-size:11.0pt;font-family:"Calibri","sans-serif";color:#1F497D'>Table of contents</span></b><span lang=EN-US style='font-size:11.0pt;font-family:"Calibri","sans-serif";color:#1F497D'><o:p></o:p></span></p><p class=MsoNormal><b><span lang=EN-US style='font-size:11.0pt;font-family:"Calibri","sans-serif";color:#1F497D'>About the authors</span></b><span lang=EN-US style='font-size:11.0pt;font-family:"Calibri","sans-serif";color:#1F497D'><o:p></o:p></span></p><p class=MsoNormal><b><span lang=EN-US style='font-size:11.0pt;font-family:"Calibri","sans-serif";color:#1F497D'>Introduction</span></b><span lang=EN-US style='font-size:11.0pt;font-family:"Calibri","sans-serif";color:#1F497D'><o:p></o:p></span></p><p class=MsoNormal><span lang=EN-US style='font-size:11.0pt;font-family:"Calibri","sans-serif";color:#1F497D'>Gesture and multimodal development<o:p></o:p></span></p><p class=MsoNormal><i><span style='font-size:11.0pt;font-family:"Calibri","sans-serif";color:#1F497D'>Michèle Guidetti and Jean-Marc Colletta</span></i><span style='font-size:11.0pt;font-family:"Calibri","sans-serif";color:#1F497D'><o:p></o:p></span></p><p class=MsoNormal><b><span lang=EN-US style='font-size:11.0pt;font-family:"Calibri","sans-serif";color:#1F497D'>Articles</span></b><span lang=EN-US style='font-size:11.0pt;font-family:"Calibri","sans-serif";color:#1F497D'><o:p></o:p></span></p><p class=MsoNormal><span lang=EN-US style='font-size:11.0pt;font-family:"Calibri","sans-serif";color:#1F497D'>Pointing gesture in young children: Hand preference and language development<o:p></o:p></span></p><p class=MsoNormal><i><span style='font-size:11.0pt;font-family:"Calibri","sans-serif";color:#1F497D'>Hélène Cochet and Jacques Vauclair</span></i><span style='font-size:11.0pt;font-family:"Calibri","sans-serif";color:#1F497D'><o:p></o:p></span></p><p class=MsoNormal><span style='font-size:11.0pt;font-family:"Calibri","sans-serif";color:#1F497D'>Support or competition? </span><span lang=EN-US style='font-size:11.0pt;font-family:"Calibri","sans-serif";color:#1F497D'>Dynamic development of the relationship between manual pointing and symbolic gestures from 6 to 18 months of age<o:p></o:p></span></p><p class=MsoNormal><i><span lang=EN-US style='font-size:11.0pt;font-family:"Calibri","sans-serif";color:#1F497D'>Claire D. Vallotton</span></i><span lang=EN-US style='font-size:11.0pt;font-family:"Calibri","sans-serif";color:#1F497D'><o:p></o:p></span></p><p class=MsoNormal><span lang=EN-US style='font-size:11.0pt;font-family:"Calibri","sans-serif";color:#1F497D'>>From gesture to sign and from gesture to word: Pointing in deaf and hearing children<o:p></o:p></span></p><p class=MsoNormal><i><span lang=EN-US style='font-size:11.0pt;font-family:"Calibri","sans-serif";color:#1F497D'>Aliyah Morgenstern, Stéphanie Caët, Marie Collombel-Leroy, Fanny Limousin and Marion Blondel</span></i><span lang=EN-US style='font-size:11.0pt;font-family:"Calibri","sans-serif";color:#1F497D'><o:p></o:p></span></p><p class=MsoNormal><span lang=EN-US style='font-size:11.0pt;font-family:"Calibri","sans-serif";color:#1F497D'>How the hands control attention during early word learning<o:p></o:p></span></p><p class=MsoNormal><i><span lang=EN-US style='font-size:11.0pt;font-family:"Calibri","sans-serif";color:#1F497D'>Nancy de Villiers Rader and Patricia Zukow-Goldring</span></i><span lang=EN-US style='font-size:11.0pt;font-family:"Calibri","sans-serif";color:#1F497D'><o:p></o:p></span></p><p class=MsoNormal><span lang=EN-US style='font-size:11.0pt;font-family:"Calibri","sans-serif";color:#1F497D'>Infant movement as a window into language processing<o:p></o:p></span></p><p class=MsoNormal><i><span lang=EN-US style='font-size:11.0pt;font-family:"Calibri","sans-serif";color:#1F497D'>Laurel Fais, Julia Leibowich, Ladan Hamadani and Lana Ohira</span></i><span lang=EN-US style='font-size:11.0pt;font-family:"Calibri","sans-serif";color:#1F497D'><o:p></o:p></span></p><p class=MsoNormal><span lang=EN-US style='font-size:11.0pt;font-family:"Calibri","sans-serif";color:#1F497D'>Children’s lexical skills and task demands affect gestural behavior in mothers of late-talking children and children with typical language development<o:p></o:p></span></p><p class=MsoNormal><i><span lang=EN-US style='font-size:11.0pt;font-family:"Calibri","sans-serif";color:#1F497D'>Angela Grimminger, Katharina J. Rohlfing and Prisca Stenneken</span></i><span lang=EN-US style='font-size:11.0pt;font-family:"Calibri","sans-serif";color:#1F497D'><o:p></o:p></span></p><p class=MsoNormal><span lang=EN-US style='font-size:11.0pt;font-family:"Calibri","sans-serif";color:#1F497D'>The type of shared activity shapes caregiver and infant communication<o:p></o:p></span></p><p class=MsoNormal><i><span lang=EN-US style='font-size:11.0pt;font-family:"Calibri","sans-serif";color:#1F497D'>Daniel Puccini, Mireille Hassemer, Dorothé Salomo and Ulf Liszkowski</span></i><span lang=EN-US style='font-size:11.0pt;font-family:"Calibri","sans-serif";color:#1F497D'><o:p></o:p></span></p><p class=MsoNormal><span lang=EN-US style='font-size:11.0pt;font-family:"Calibri","sans-serif";color:#1F497D'>Transcribing and annotating multimodality: How deaf children’s productions call into the question the analytical tools<o:p></o:p></span></p><p class=MsoNormal><i><span lang=EN-US style='font-size:11.0pt;font-family:"Calibri","sans-serif";color:#1F497D'>Agnès Millet and Isabelle Estève</span></i><span lang=EN-US style='font-size:11.0pt;font-family:"Calibri","sans-serif";color:#1F497D'><o:p></o:p></span></p><p class=MsoNormal><span lang=EN-US style='font-size:11.0pt;font-family:"Calibri","sans-serif";color:#1F497D'>Mathematical learning and gesture: Character viewpoint and observer viewpoint in students’ gestured graphs of functions<o:p></o:p></span></p><p class=MsoNormal><i><span lang=EN-US style='font-size:11.0pt;font-family:"Calibri","sans-serif";color:#1F497D'>Susan Gerofsky<o:p></o:p></span></i></p><p class=MsoNormal><span lang=EN-US style='font-size:11.0pt;font-family:"Calibri","sans-serif";color:#1F497D'><o:p> </o:p></span></p><p class=MsoNormal><span lang=EN-US style='font-size:11.0pt;font-family:"Calibri","sans-serif";color:#1F497D'>“This collection of papers presents a wonderful and vast overview of contemporary research on gesture and multimodal development, representing multiple theoretical and applied perspectives. [...] It constitutes a major contribution not only to the study of gestural and multimodal development, but also to the understanding of cognitive and communicative development in a more broad sense.”<o:p></o:p></span></p><p class=MsoNormal><b><span lang=EN-US style='font-size:11.0pt;font-family:"Calibri","sans-serif";color:#1F497D'>Olga Capirci</span></b><span lang=EN-US style='font-size:11.0pt;font-family:"Calibri","sans-serif";color:#1F497D'>, <i>ISTC – CNR</i><o:p></o:p></span></p><p class=MsoNormal><span lang=EN-US style='font-size:11.0pt;font-family:"Calibri","sans-serif";color:#1F497D'>“Looking at a variety of languages, input conditions, and contexts of language use, these researchers demonstrate how language development is necessarily embodied and multimodal. These studies present exciting new insights into the dynamic relationships that are necessary for language development.”<o:p></o:p></span></p><p class=MsoNormal><b><span lang=EN-US style='font-size:11.0pt;font-family:"Calibri","sans-serif";color:#1F497D'>Elena Nicoladis</span></b><span lang=EN-US style='font-size:11.0pt;font-family:"Calibri","sans-serif";color:#1F497D'>, <i>University of Alberta, Canada</i><o:p></o:p></span></p><p class=MsoNormal><span lang=EN-US style='font-size:11.0pt;font-family:"Calibri","sans-serif";color:#1F497D'><o:p> </o:p></span></p><div><p class=MsoNormal><span lang=EN-US style='color:#555555'><o:p> </o:p></span></p></div></div></body></html>
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