<div dir="ltr">Dear colleagues,<br>
<br>
we are soliciting contributions to our panel on "The development of
iconic gestures and their role as resources for language acquisition"
within the next DGfS (4th-6th March 2015 in Leipzig, Germany).<br>
<br>
The deadline is August 20th, 2014. Please see the detailed description below.<br>
Kind regards,<br>
<br>
Katharina Rohlfing & Friederike Kern<br><br>
<pre class="moz-signature" cols="72">--
PD Dr. Katharina J. Rohlfing
Emergentist Semantics, CITEC
Bielefeld University
</pre>
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<p><span style="font-size: 12.000000pt; font-family: 'TimesNewRomanPSMT'">Prof. Dr. Friederike Kern<br>
Fak. für Linguistik und Literaturwissenschaft
Universität Bielefeld, Postfach 10 01 31
33501 Bielefeld
friederike.kern@uni-bielefeld.de
</span></p>
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<p><span style="font-size: 12.000000pt; font-family: 'TimesNewRomanPSMT'">PD Dr. Katharina J. Rohlfing
Emergentist Semantics Group
Universität Bielefeld, CITEC
33501 Bielefeld
kjr@uni-bielefeld.de
</span></p>
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<p><span style="font-size: 12.000000pt; font-family: 'TimesNewRomanPS'; font-weight: 700"><br>
The development of iconic gestures as resources in language acquisition
</span></p>
<p><span style="font-size: 12.000000pt; font-family: 'TimesNewRomanPSMT'">The use of gestures as resources for the construction of verbal actions has been a topic of interest in
language acquisition for some time. Since pointing gestures are dominantly present in young
children as well as in interaction with them, most studies focus on this type of gestures. Several
studies look at forms and functions of young children’s pointing gestures, and their connection with
cognitive and linguistic abilities. Others show how older children may profit from a specific, task-
adapted use of gestures [1], or, how caretakers adapt their gestures with regard to frequency and
type to the developmental status of the child [2].
</span></p>
<p><span style="font-size: 12.000000pt; font-family: 'TimesNewRomanPSMT'">Relatively little known is about the use and development of early iconic gestures and their
involvement in language acquisition. Iconic gestures are referred to as “representational” or
“symbolic”, and can be used in reference to absent objects or events. An important finding relates to
children’s later vocabulary development, which seems to benefit from earlier use of iconic gestures:
Children who used iconic gestures earlier in their development, had richer vocabularies in their later
development. However, only few studies show when and in what way (i.e. exhibiting what forms)
iconic gestures emerge [3]. Furthermore, the different forms that iconic gestures might exhibit have
barely been considered in developmental approaches. In addition, it is not clear whether different
forms of iconic gestures are linked to different types of verbal actions systematically. Our panel will
thus address the following research questions:
</span></p>
<ul style="list-style-type: disc"><li style="font-size: 12.000000pt; font-family: 'Symbol'">
<p><span style="font-size: 12.000000pt; font-family: 'TimesNewRomanPSMT'">Which aspects of objects are focused on, and how are they implemented in gestures (</span><span style="font-size: 12.000000pt; font-family: 'TimesNewRomanPS'; font-style: italic">iconic
mapping</span><span style="font-size: 12.000000pt; font-family: 'TimesNewRomanPSMT'">)?
</span></p>
</li><li style="font-size: 12.000000pt; font-family: 'Symbol'">
<p><span style="font-size: 12.000000pt; font-family: 'TimesNewRomanPSMT'">How are the gestures integrated into the grammatical surface (</span><span style="font-size: 12.000000pt; font-family: 'TimesNewRomanPS'; font-style: italic">grammatical mapping</span><span style="font-size: 12.000000pt; font-family: 'TimesNewRomanPSMT'">)?
</span></p>
</li><li style="font-size: 12.000000pt; font-family: 'Symbol'">
<p><span style="font-size: 12.000000pt; font-family: 'TimesNewRomanPSMT'">How do different verbal actions affect the choice and use of iconic gestures (</span><span style="font-size: 12.000000pt; font-family: 'TimesNewRomanPS'; font-style: italic">gestural mapping</span><span style="font-size: 12.000000pt; font-family: 'TimesNewRomanPSMT'">)?
</span></p>
</li><li style="font-size: 12.000000pt; font-family: 'Symbol'">
<p><span style="font-size: 12.000000pt; font-family: 'TimesNewRomanPSMT'">Does the physical foundation and thus bodily involvement of self-experienced events lay
</span></p>
<p><span style="font-size: 12.000000pt; font-family: 'TimesNewRomanPSMT'">grounds for the acquisition and situated use of iconic gestures (</span><span style="font-size: 12.000000pt; font-family: 'TimesNewRomanPS'; font-style: italic">embodied learning</span><span style="font-size: 12.000000pt; font-family: 'TimesNewRomanPSMT'">)?
</span></p>
<p><span style="font-size: 12.000000pt; font-family: 'TimesNewRomanPS'; font-style: italic">Areas of interest</span><span style="font-size: 12.000000pt; font-family: 'TimesNewRomanPSMT'">: language acquisition, multimodal communication, pragmatics, semantics
</span></p>
<p><span style="font-size: 12.000000pt; font-family: 'TimesNewRomanPS'; font-style: italic">References
</span></p>
<p><span style="font-size: 12.000000pt; font-family: 'TimesNewRomanPSMT'">[1] Goldin-Meadow, S., Cook, S. W., & Mitchell, Z. A. Gesturing gives children new ideas about
math. </span><span style="font-size: 12.000000pt; font-family: 'TimesNewRomanPS'; font-style: italic">Psychological Science, </span><span style="font-size: 12.000000pt; font-family: 'TimesNewRomanPSMT'">2009, </span><span style="font-size: 12.000000pt; font-family: 'TimesNewRomanPS'; font-style: italic">20(3)</span><span style="font-size: 12.000000pt; font-family: 'TimesNewRomanPSMT'">, 267-272
</span></p>
<p><span style="font-size: 12.000000pt; font-family: 'TimesNewRomanPSMT'">[2] Grimminger, A., Rohlfing, K. J. & Stenneken, P. (2010): Do mothers alter their pointing
behavior in dependence of children’s lexical development and task-difficulty? Analysis of task-
oriented gestural input towards typically developed children and Late Talkers. </span><span style="font-size: 12.000000pt; font-family: 'TimesNewRomanPS'; font-style: italic">Gesture 10: </span><span style="font-size: 12.000000pt; font-family: 'TimesNewRomanPSMT'">251–
278.
</span></p>
<p><span style="font-size: 12.000000pt; font-family: 'TimesNewRomanPSMT'">[3] Vogt, S. & Schreiber, S. (2006): Förderung von Gesten als Mitauslöser der lautsprachlichen
Entwicklung. Theoretische und praktische Überlegungen für die logopädische Arbeit.
</span><span style="font-size: 12.000000pt; font-family: 'TimesNewRomanPS'; font-style: italic">L.O.G.O.S. Interdiziplinär 14: </span><span style="font-size: 12.000000pt; font-family: 'TimesNewRomanPSMT'">179–185.
</span></p>
</li></ul>
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<p></p>
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