The Development of the Ability to Semantically Integrate Information in Speech and Iconic Gesture in Comprehension

• Published in: Cognitive science Vol. 39; no. 8; pp. 1855 - 1880
• Main Authors: Sekine, Kazuki, Sowden, Hannah, Kita, Sotaro
• Format: Journal Article
• Language: English
• Published: United States Wiley-Blackwell 01-11-2015; Wiley Subscription Services, Inc
• Subjects: Adult; Adults; Age Differences; Child Development; Child, Preschool; Cognitive Development; Comprehension; Female; Gesture; Gestures; Humans; Male; Multimodal communication; Nonverbal Communication; Photic Stimulation; Preschool Children; Semantics; Speech; Speech Perception; Young Adult; Speech; Preschool children; Multimodal communication; Semantics; Gesture
• DOI: 10.1111/cogs.12221
• EISSN: 1551-6709
• ISSN: 0364-0213

We examined whether children's ability to integrate speech and gesture follows the pattern of a broader developmental shift between 3‐ and 5‐year‐old children (Ramscar & Gitcho, 2007) regarding the ability to process two pieces of information simultaneously. In Experiment 1, 3‐year‐olds, 5‐year‐olds, and adults were presented with either an iconic gesture or a spoken sentence or a combination of the two on a computer screen, and they were instructed to select a photograph that best matched the message. The 3‐year‐olds did not integrate information in speech and gesture, but 5‐year‐olds and adults did. In Experiment 2, 3‐year‐old children were presented with the same speech and gesture as in Experiment 1 that were produced live by an experimenter. When presented live, 3‐year‐olds could integrate speech and gesture. We concluded that development of the integration ability is a part of the broader developmental shift; however, live‐presentation facilitates the nascent integration ability in 3‐year‐olds.