RT Journal Article
T1 Verbal and More: Multimodality in Adults’ and Toddlers’ Spontaneous Repetitions
A1 Casla Soler, Marta
A1 Rodríguez, Jessica
A1 Mendez-Cabezas, Celia
A1 Murillo Sanz, Eva
A1 Nieva Ramos, Silvia
A1 Rujas Pascual, Irene
AB This study investigated verbal imitation from a multimodal point of view, considering the mutual influence of children’s and adults’ participation. Sixteen Spanish-speaking children were observed longitudinally at 21, 24, and 30 months of age in natural settings. We analyzed the multimodal characteristics of children’s and adults’ repetitions, considering whether they were verbal, verbal-gestural, or gestural. In addition, we also analyzed the multi-modal characteristics of the utterances that were repeated (source). Measures of vocabulary and grammatical levels were also taken into account at the three points in development. Results showed that verbal-gestural repetitions were frequent in the speech of children and adults, although not as frequent as verbal repetitions. Nevertheless, verbal-gestural speech was reproduced more frequently than verbal speech. Adults were more likely to reproduce children’s speech when it included gestures, which was also related to children’s linguistic level. Furthermore, children and adults synchronize their multimodal communicative behaviors, coordinating the modality of their repetitions with the modality of the source speech. The results are discussed taking into account the need to study the multimodal characteristics of child-directed speech, as well as the need to study verbal repetition and multimodal communicative behaviors simultaneously, as forms of interaction that are essential to language development.
PB Taylor & Francis Online
SN 1547-5441
SN 1547-3341
YR 2021
FD 2021-12-28
LK https://hdl.handle.net/20.500.14352/96383
UL https://hdl.handle.net/20.500.14352/96383
LA eng
NO Casla, M; Murillo, E; Nieva, S, Rodríguez, J y Méndez- Cabezas, C (2023) Verbal and more: multimodality in adult’s and toddlers’s spontaneous repetitions. Language Learning and Development,  19(1), 16-33. https://doi.org/10.1080/15475441.2021.2008939
NO FEDER, Ministerio de Innovación y Universidades, Agencia Estatal de Investigación
DS Docta Complutense
RD 28 sept 2024