Intervention
200
This made me wonder if bilingual children may be better at integrating gesture + speech than monolingual children because their language environment may require them to integrate more often. That is, studies show that bilingual children tend to know less words in one language than monolinguals of that language. So it could be that bilingual children may be more accustomed to relying on other social cues such as gestures to process the meaning of certain words [BA]
This made me wonder if bilingual children may be better at integrating gesture + speech than monolingual children because their language environment may require them to integrate more often. That is, studies show that bilingual children tend to know less words in one language than monolinguals of that language. So it could be that bilingual children may be more accustomed to relying on other social cues such as gestures to process the meaning of certain words [BA]
300
I am curious about specific characteristics of the provider of this information (speech + gesture) to the child and if these characteristics play a role in the child's gesture comprehension and production. For example, will a child be more likely to rely on gestures from a familiar person such as a parents, caregiver, or teacher, or from a stranger? In addition, does age of the provider matter? For example, will a child rely on gestures from a peer, or from an adult? [DM]
I am curious about specific characteristics of the provider of this information (speech + gesture) to the child and if these characteristics play a role in the child's gesture comprehension and production. For example, will a child be more likely to rely on gestures from a familiar person such as a parents, caregiver, or teacher, or from a stranger? In addition, does age of the provider matter? For example, will a child rely on gestures from a peer, or from an adult? [DM]
400
Therefore, is it possible that children with autism limit their number of opportunities to get information about gestures due to differences in eye gaze and challenges in joint attention? That is, do core characteristics of autism hinder opportunities for social learning and by extension, social and communication development? [DM]
Therefore, is it possible that children with autism limit their number of opportunities to get information about gestures due to differences in eye gaze and challenges in joint attention? That is, do core characteristics of autism hinder opportunities for social learning and by extension, social and communication development? [DM]
400
have there been any longitudinal studies done to examine the development of speech-gesture integration from childhood to adulthood? [MR]
but have there been any longitudinal studies done to examine the development of speech-gesture integration from childhood to adulthood? [MR]
400
I’m curious if those who could integrate gesture and speech at age 8-10 have networks that become more proficient and specialized faster than those who still lack this skill. Would this result in more robust language development compared to their other peers? Would those that cannot integrate speech and gesture at this age eventually catch up? [EB]
I’m curious if those who could integrate gesture and speech at age 8-10 have networks that become more proficient and specialized faster than those who still lack this skill. Would this result in more robust language development compared to their other peers? Would those that cannot integrate speech and gesture at this age eventually catch up? [EB]
400
The study by Demir-Lira et al. (2018) also made me wonder whether more exposure to gesture could lead to better capacity to integrate gesture and speech early on? or is that capacity is influenced by different factors? - for example, the authors mentioned working memory capacity, verbal and visuo-spatial skill, and motor imagery skill. In that case, would exposure to gesture only becomes useful when the capacity to integrate gesture and speech is developed? [BA]
The study by Demir-Lira et al. (2018) also made me wonder whether more exposure to gesture could lead to better capacity to integrate gesture and speech early on? or is that capacity is influenced by different factors? - for example, the authors mentioned working memory capacity, verbal and visuo-spatial skill, and motor imagery skill. In that case, would exposure to gesture only becomes useful when the capacity to integrate gesture and speech is developed? [BA]
400
The articles this week focused on co-speech gesture and the effects on language comprehension, but I am also interested in the way that children might begin to produce gesture in conjunction with speech. Would we expect to see differences in the neural correlates of production of speech with gesture as opposed to visual integration of speech with gesture? [CH]
in the way that children might begin to produce gesture in conjunction with speech. Would we expect to see differences in the neural correlates of production of speech with gesture as opposed to visual integration of speech with gesture? [CH]
500
Could gesture help to increase attentional/social engagement in children with ASD? Additionally, could gesture be used to help children with ASD recognize and process emotions that might otherwise be difficult for them to identify from the face alone? [CH]
Could gesture help to increase attentional/social engagement in children with ASD? Additionally, could gesture be used to help children with ASD recognize and process emotions that might otherwise be difficult for them to identify from the face alone? [CH]
500
tying this to last week's class, where we discussed sensitive periods and early neurobiology mechanisms in which we see eye gaze and joint attention play an essential part in speech development. Is measuring eye gaze every time the parents produce co-speech gestures also beneficial? [DMR]
tying this to last week's class, where we discussed sensitive periods and early neurobiology mechanisms in which we see eye gaze and joint attention play an essential part in speech development. Is measuring eye gaze every time the parents produce co-speech gestures also beneficial? [DMR]
500
these studies all examined how speech and gesture operate together under narrative-based or storytelling contexts (i.e. how children integrated gesture when it did or did not match the meaning of the story they were hearing). How would co-speech gesture operate under the context of math learning or numerical problem-solving? Since numerical information (like a math problem) is processed differently in the brain than narrative storytelling, I wonder if children would also be able to integrate gestures in such contexts simultaneously, and how this would map onto the brain region activation we would see. [MR]
these studies all examined how speech and gesture operate together under narrative-based or storytelling contexts (i.e. how children integrated gesture when it did or did not match the meaning of the story they were hearing). How would co-speech gesture operate under the context of math learning or numerical problem-solving? Since numerical information (like a math problem) is processed differently in the brain than narrative storytelling, I wonder if children would also be able to integrate gestures in such contexts simultaneously, and how this would map onto the brain region activation we would see. [MR]
500
could a child that had more child-directed speech spoken to them along with co-speech gestures show more activation in the previously mentioned parts of the brain, such as the left temporal gyrus? In other words, individual differences also play a role in these mechanisms. If so, would siblings show similar patterns as they grow, or could siblings with a bigger age gap between them demonstrate differences in brain activation and the time in which they started to integrate gestures and speech? [DMR]
could a child that had more child-directed speech spoken to them along with co-speech gestures show more activation in the previously mentioned parts of the brain, such as the left temporal gyrus? In other words, individual differences also play a role in these mechanisms. If so, would siblings show similar patterns as they grow, or could siblings with a bigger age gap between them demonstrate differences in brain activation and the time in which they started to integrate gestures and speech? [DMR]
500
Knowing that children initially depend on recruiting from a broad range of networks for audio-visual integration before developing more specialized and narrow networks, would training children with gestures as young as 6-7 benefit this progression? Would providing practice as soon as they can simultaneously process multimodal information benefit the specialization of their IFG and MTG regions in the future? [EB]
Knowing that children initially depend on recruiting from a broad range of networks for audio-visual integration before developing more specialized and narrow networks, would training children with gestures as young as 6-7 benefit this progression? Would providing practice as soon as they can simultaneously process multimodal information benefit the specialization of their IFG and MTG regions in the future? [EB]