- Jessica R Stewart: University of Texas, Rio Grande Valley, United States. Electronic address: Jessica.stewart@utrgv.edu.
- Debra C Vigil: University of Nevada, Reno, United States.
- Ralph Carlson: University of Texas, Rio Grande Valley, United States.
PURPOSE: The aim of this study was to examine the relationship between frequency of gesture use and language with a consideration for the effect of age and setting on frequency of gesture use in prelinguistic typically developing children.
METHOD: Participants included a total of 54 typically developing infants and toddlers between the ages of 9 months and 15 months separated into two age ranges, 9-12 months and 12-15 months. All participants were administered the Mullen's Scale of Early Learning and two gesture samples were obtained: one sample in a structured setting and the other in an unstructured setting. Gesture samples were coded by research assistants blind to the purpose of the research study and total frequency and frequencies for the following gesture types were calculated: behavior regulation, social interaction, and joint attention (Bruner, 1983).
RESULTS: Results indicated that both age and setting have a significant effect on frequency of gesture use and frequency of gesture is correlated to receptive and expressive language abilities; however, these relationships are dependent upon the gesture type examined.
CONCLUSIONS: These findings further our understanding of the relationship between gesture use and language and support the concept that frequency of gesture is related to language abilities. This is meaningful because gestures are one of the first forms of intentional communication, allowing for early identification of language abilities at a young age.