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23. Чтобы узнать больше о том, как научить учеников жестикулировать так, чтобы они извлекали больше пользы из каждого урока, см. Carrazza, C., Wakeeld, E. M., Hemani-Lopez, N., Plath, K., & Goldin-Meadow, S. (2021). Children integrate speech and gesture across a wider temporal window than speech and action: A case for why gesture helps learning. Cognition, 210, 104604. doi: 10.1016/j.cognition.2021.104604. Cook, S. W., Mitchell, Z., & Goldin-Meadow, S. (2008). Gesturing makes learning last. Cognition, 106, 1047–1058. Goldin-Meadow, S., Cook, S. W., & Mitchell, Z. A. (2009). Gesturing gives children new ideas about math. Psychological Science, 20(3), 267–272. Novack, M. A., Congdon, E. L., Hemani-Lopez, N., & Goldin-Meadow, S. (2014). From action to abstraction: Using the hands to learn math. Psychological Science, 25(4), 903–910. doi: 10.1177/0956797613518351. Cook, S. W., Yip, T. K-Y., & Goldin-Meadow, S. (2010). Gesturing makes memories that last. Journal of Memory and Language, 63(4), 465–475.
24. Broaders, S., Cook, S. W., Mitchell, Z., & Goldin-Meadow, S. (2007). Making children gesture brings out implicit knowledge and leads to learning. Journal of Experimental Psychology: General, 136(4), 539–550.
25. Чтобы узнать больше о том, что предложение учащимся жестикулировать, как они хотят, оказывает положительный эффект на результат обучения абстрактным понятиям, см. Beaudoin-Ryan, L., & Goldin-Meadow, S. (2014). Teaching moral reasoning through gesture. Developmental Science, 17(6), 984–990. doi: 10.1111/desc.12180. О том, как объяснения помогают детям учиться, см. Chi, M. T. H., Bassok, M., Lewis, M. W., Reimann, P., & Glaser, R. (1989). Self-explanations: How students study and use examples in learning to solve problems. Cognitive Science, 13, 145–182.
26. Iverson, J. M., Capirci, O., Longobardi, E., and Caselli, M. C. (1999). Gesturing in mother-child interactions. Cognitive Development, 14, 57–75. Namy, L. L., Acredolo, L., & Goodwyn, S. (2000). Verbal labels and gestural routines in parental communication with young children. Journal of Nonverbal Behavior, 24, 63–79. doi: 10.1023/A:1006601812056. Ozcaliskan, S., & Dimitrova, N. (2013). How gesture input provides a helping hand to language development. Seminars in Speech and Language, 34(4), 227–236. doi: 10.1055/s-0033–1353447. Rowe, M. L., & Goldin-Meadow, S. (2009). Differences in early gesture explain SES disparities in child vocabulary size at school entry. Science, 323, 951–953. Salomo, D., & Liszkowski, U. (2013). Sociocultural settings influence the emergence of prelinguistic deictic gestures. Child Development, 84(4), 1296–1307.
27. Cartmill, E. A., Armstrong, B. F., III, Gleitman, L. R., Goldin-Meadow, S., Medina, T. N., & Trueswell, J. C. (2013). Quality of early parent input predicts child vocabulary 3 years later. Proceedings of the National Academy of Sciences of the United States of America, 110(28), 11278–11283. doi: 10.1073/pnas.1309518110.
28. Чтобы узнать больше о том, как жесты способствуют общему вниманию и о том, как оно влияет на процесс обучения языку, см. Yu, C., & Smith, L. B. (2013). Joint attention without gaze following: Human infants and their parents coordinate visual attention to objects through eye-hand coordination. PLOS ONE 8(11), e79659. doi: 10.1371/journal.pone.0079659. Tomasello, M., & Farrar, M. (1986). Joint attention and early language. Child Development, 57, 1454–1463. Tomasello, M., & Todd, J. (1983). Joint attention and lexical acquisition style. First Language, 4(12), 197–211. doi: 10.1177/014272378300401202.
29. Чтобы узнать о том, как слова лучше запоминаются, когда вводятся вместе с жестом, см. Capone, N. C., & McGregor, K. K. (2005). The effect of semantic representation on toddlers’ word retrieval. Journal of Speech, Language, and Hearing Research, 48(6), 1468–1480. doi: 10.1044/1092–4388(2005/102).
30. Mumford, K. H., & Kita, S. (2014). Children use gesture to interpret novel verb meanings. Child Development, 85(3), 1181–1189. doi: 10.1111/cdev.12188.
31. Rowe, M. L., & Leech, K. A. (2018). A parent intervention with a growth mindset approach improves children’s early gesture and vocabulary development. Developmental Science, 22(4), e12792. doi: 10.1111/ desc.12792.
Глава 7
1. Sauer, E., Levine, S. C., & Goldin-Meadow, S. (2010). Early gesture predicts language delay in children with pre- and perinatal brain lesions. Child Development, 81, 528–539.
2. Чтобы узнать больше об исследовании детей с повреждениями мозга и их жестов, см. Dall’Oglio, A. M., Bates, E., Volterra, V., Di Capua, M., & Pezzini, G. (1994). Early cognition, communication and language in children with focal brain injury. Developmental Medicine and Child Neurology, 36, 1076–1098. О детях с черепно-мозговой травмой, проявляющих пластичность, которой нет у взрослых, см. Bates, E., & Dick, F. (2002). Language, gesture, and the developing brain. Developmental Psychobiology, 40, 293–310. Feldman, H. M. (2005). Language learning with an injured brain. Language Learning and Development, 1(3–4), 265–288. Levine, S. C., Kraus, R., Alexander, E., Suriyakham, L., & Huttenlocher, P. (2005). IQ decline following early unilateral brain injury: A longitudinal study. Brain and Cognition, 59, 114–123. Reilly, J., Levine, S. C., Nass, R., & Stiles, J. (2008). Brain plasticity: Evidence from children with prenatal brain injury. In J. Reed & J. Warner (eds.), Child neuropsychology (pp. 58–91). Oxford, UK: Blackwell. Stiles, J., Reilly, J., Paul, B., & Moses, P. (2005). Cognitive development following early brain injury: Evidence for neural adaptation. Trends in Cognitive Sciences, 9(3), 136–143.
3. Чтобы узнать больше о жестах как индикаторе аутизма, см. American Psychiatric Association. (2000). Diagnostic and statistical manual of mental disorders, 4th edition, text revision. Washington, DC: American Psychiatric Association. Asperger, H. (1944/1991). «Autistic psychopathy» in childhood. In U. Frith (ed.), Autism and Asperger syndrome (pp. 37–92). Cambridge: Cambridge University Press (originally published as Die «autistichen psychopathen» im kindesalter. Archive für Psychiatrie und Nervenkrankheiten, 117, 76–136). Wing, L. (1981). Language, social, and cognitive impairments in autism and severe mental retardation. Journal of Autism and Developmental Disorders, 11, 31–44. О позднем диагнозе аутизма см. Mandell, D., Novak, M. M., & Zubritsky, C. D. (2005). Factors associated with age of diagnosis among children with autism spectrum disorders. Pediatrics, 116, 1480–1486. О шкале наблюдения для диагностики аутизма как золотом стандарте оценки аутизма см. Lord, C., Risi, S., Lambrecht, L., Cook, E. H., Jr., Leventhal, B. L., DiLavore, P. C., Pickles, A., & Rutter, M. (2000). The Autism Diagnostic Observation Schedule-Generic: A standard measure of social and communication decits associated with the spectrum of autism. Journal of Autism and Developmental Disorders, 30, 205–223. Об отсутствии указывающих жестов к 12 месяцам как признаке аутизма см. Filipek, P., Accardo, P., Ashwal, S., Baranek, G., Cook, E., Dawson, G., Gordon, B., Gravel, J., Johnson, C., Kallen, R., Levy, S., Minshew, N., Ozonoff, S., Prizant, B., Rapin, I., Rogers, S., Stone, W., Teplin, S., Tuchman, R., & Volkmar, F. (2000). Practice parameter: Screening and diagnosis of autism. Neurology, 55, 468–479.
4. Osterling, J., & Dawson, G. (1994). Early recognition of children with autism: A study of first birthday home videotapes. Journal of Autism and Developmental Disorders, 24, 247–257. Crais, E. R., Watson, L. R., Baranek, G. T., & Reznick, J. S. (2006). Early identification of autism: How early can we go? Seminars in Speech and Language, 27, 143–160. Colgan, S. E., Lanter, E., McComish, C., Watson, L. R., Crais, E. R., & Baranek, G. T. (2006). Analysis of social interaction gestures in infants with autism. Child Neuropsychology, 12, 307–319. Clifford, S. M., & Dissanayake, C. (2008). The early development of joint attention in infants with autistic disorder using home video observations and parental interview. Journal of Autism and Developmental Disorders, 38(5), 791–805. Buitelaar, J. K., van Engeland, H., de Kogel, K. H., de Vries, H., & van Hooff, J. A. R. A. M. (1991). Differences in the structure of social behavior of autistic children and non-autistic controls. Journal of Child Psychology and Psychiatry, 32(6), 995–1015. Wetherby, A. Yonclas, D. G., & Bryan, A. A. (1989). Communicative proles of preschool children with handicaps: Implications for early identification. Journal of Speech and Hearing Disorders, 54, 148–158.
5. Чтобы узнать больше о младших братьях и сестрах детей с аутизмом и их предрасположенности к аутизму, см. Iverson, J. M., Poulos-Hopkins, S., Winder, B., & Wozniak, R. H. (May 2008). Gestures and words in the early communication of infant siblings of children with autism. Poster presented at the International Meeting for Autism Research, London, United Kingdom. Чтобы узнать больше о том, что жесты лучше подходят для диагностики аутизма, чем речь, см. Iverson, J. M., Poulos-Hopkins, S., Winder, B., & Wozniak, R. H. (May 2008). Gestures and words in the early communication of infant siblings of children with autism. Poster presented at the International Meeting for Autism Research, London, United Kingdom. Parlade, M. V., & Iverson, J. M. (2015). The development of coordinated communication in infants at heightened risk for autism spectrum disorder. Journal of Autism and Developmental Disorders, 45, 2218–2234.
6. Об отсутствии преобладании жестов в спонтанной коммуникации детей с синдромом Дауна см. Chan, J., & Iacono, T. (2001). Gesture and word production in children with Down syndrome. AAC: Alternative and Augmentative Communication, 17, 73–87. Iverson, J. M., Longobardi, E.,