& Caselli, M. C. (2003). Relationship between gestures and words in children with Down’s syndrome and typically developing children in the early stages of communicative development. International Journal of Language & Communication Disorders, 38, 179–197. О лабораторных исследованиях преобладания жестов у детей с синдромом Дауна см. Caselli, M. C., Vicari, S., Longobardi, E., Lami, L., Pizzoli, C., & Stella, G. (1998). Gestures and words in early development of children with Down syndrome. Journal of Speech, Language, and Hearing Research, 41, 1125–1135. Singer Harris, N., Bellugi, U., Bates, E., Jones, W., & Rossen, M. (1997). Contrasting proles of language development in children with Williams and Down syndromes. Developmental Neuropsychology, 13, 345–370. Stefanini, S., Caselli, M. C., & Volterra, V. (2007). Spoken and gestural production in a naming task by young children with Down syndrome. Brain and Language, 101, 208–221.
7. Чтобы узнать больше о том, что у детей с синдромом Уильямса плохо развито пространственное мышление при том, что они хорошо распознают лица, и о том, какие речевые трудности у них есть, см. Bellugi, U., Lichtenberger, L., Jones, W., Lai, Z., & St. George, M. (2000). The neurocognitive prole of Williams syndrome: A complex pattern of strengths and weaknesses. Journal of Cognitive Neuroscience, 12, 7–30. Karmiloff-Smith, A., Grant, J., Berthoud, I., Davies, M., Howlin, P., & Udwin, O. (1997). Language and Williams syndrome: How intact is «intact»? Child Development, 68, 274–290. Rossen, M., Klima, E., Bellugi, U., Bihrle, A., & Jones, W. (1997). Interaction between language and cognition: Evidence from Williams syndrome. In J. H. Beitchman, N. Cohen, M. Konstantareas, & R. Tannock (eds.), Language, learning and behaviour disorders: Developmental, biological and clinical prospectives (pp. 367–392). New York: Cambridge University Press. Vicari, S., Carlesimo, G., Brizzolara, D., & Pezzini, G. (1996). Short-term memory in children with Williams syndrome: A reduced contribution of lexical-semantic knowledge to word span. Neuropsychologia, 34, 919–925. Stevens, T., & Karmiloff-Smith, A. (1997). Word learning in a special population: Do individuals with Williams syndrome obey lexical constraints? Journal of Child Language, 24, 737–765. Чтобы узнать больше о том, как дети с синдромом Уильямса используют жесты и в чем их отличие от жестов обычно развивающихся детей, см. Bello, A., Capirci, O., & Volterra, V. (2004). Lexical production in children with Williams syndrome: Spontaneous use of gesture in a naming task. Neuropsychologia, 42, 201–213.
8. Чтобы узнать больше о том, как у детей без выявленных отклонений в развитии может быть отставание в речи, см. Leonard, L. B. (1998). Children with Specic Language Impairment. Cambridge, MA: MIT Press. Чтобы узнать больше о детях с отставанием в речи и его компенсации с помощью жестов, см. Evans, J. L., Alibali, M. W., & McNeil, N. M. (2001). Divergence of embodied knowledge and verbal expression: Evidence from gesture and speech in children with specic language impairment. Language and Cognitive Processes, 16, 309–331. Kirk, E., Pine, K. J., & Ryder, N. (2010). I hear what you say but I see what you mean: The role of gestures in children’s pragmatic comprehension. Language and Cognitive Processes, 26(2), 149–170. doi: 10.1080/01690961003752348. Mainela Arnold, E., Evans, J. L., & Alibali, M. W. (2006). Understanding conservation delays in children with specic language impairment: Task representations revealed in speech and gesture. Journal of Speech, Language, and Hearing Research, 49, 1267–1279. Iverson, J. M., & Braddock, B. A. (2011). Gesture and motor skill in relation to language in children with language impairment. Journal of Speech, Language, and Hearing Research, 54(1), 72–86. doi: 10.1044/1092-4388(2010/08-0197).
9. Чтобы узнать больше о поздно заговоривших детях и жестах, см. Klee, T., Pearce, K., & Carson, D. K. (2000). Improving the positive predictive value of screening for developmental language disorder. Journal of Speech, Language, and Hearing Research, 43, 821–833. Rescorla, L. A. (1989). The Language Development Survey: A screening tool for delayed language in toddlers. Journal of Speech and Hearing Disorders, 54, 587–599. Thal, D. J., & Tobias, S. (1992). Communicative gestures in children with delayed onset of oral expressive vocabulary. Journal of Speech and Hearing Research, 35, 1281–1289. Thal, D., Tobias, S., & Morrison, D. (1991). Language and gesture in late talkers: A 1-year follow-up. Journal of Speech and Hearing Research, 34, 604–612.
10. Dimitrova, N., Ozcaliskan, S., & Adamson, L. B. (2016). Parents’ translations of child gesture facilitate word learning in children with autism, Down syndrome and typical development. Journal of Autism and Developmental Disorders, 46(1), 221–231. doi: 10.1007/s10803-015-2566-7. Lorang, W., Sterling, A., & Schroeder, B. (2018). Maternal responsiveness to gesture in children with Down syndrome. American Journal of Speech Language Pathology, 27(3), 1018–1029. doi: 10.1044/2018_AJSLP-17-0138. Leezenbaum, N. B., Campbell, S. B., Butler, D., & Iverson, J. M. (2014). Maternal verbal responses to communication of infants at low and heightened risk of autism. Autism, 18(6), 694–703. doi: 10.1177/1362361313491327.
11. Linn, K., Cifuentes, F. S. V., Eugenin, M. I., Rio, B., Cerda, J., & Lizama, M. (2019). Development of communicative abilities in infants with Down syndrome after systematized training in gestural communication. Revista Chilena de Pediatria, 90(2):175–185. doi: 10.32641/rchped.v90i2.670. Özçalışkan, S., Adamson, L. B., Dimitrova, N., Bailey, J., & Schmuck, L. (2016). Baby sign but not spontaneous gesture predicts later vocabulary in children with Down syndrome. Journal of Child Language, 43(4), 948–963. doi: 10.1017/S030500091500029X.
12. Özçalışkan, Ş., Adamson, L. B., Dimitrova, N., & Baumann, S. (2018). Do parents model gestures differently when children’s gestures differ? Journal of Autism and Developmental Disorders, 48, 1492–1507. doi: 10.1007/s10803-017-3411-y.
13. Iverson, J. M., Longobardi, E., Spampinato, K., & Caselli, M. C. (2006). Gesture and speech in maternal input to children with Down’s syndrome. International Journal of Language & Communication Disorders, 41(3), 235–251. doi: 10.1080/13682820500312151.
14. Чтобы узнать больше о постановке интервью в условиях лаборатории, см. Broaders, S., & Goldin-Meadow, S. (2010). Truth is at hand: How gesture adds information during investigative interviews. Psychological Science, 21(5), 623–628.
15. Чтобы узнать больше о том, как вводящая в заблуждение вербальная информация оказывает эффект на дачу показаний у детей, см. Fivush, R., Hamond, N. R., Harsch, N., & Singer, N. (1991). Content and consistency in young children’s autobiographical recall. Discourse Processes, 14, 373–388. Loftus, E. F. (2003). Our changeable memories: Legal and practical implications. Nature Reviews Neuroscience, 4, 231–234.
16. Чтобы узнать больше о том, как предубеждения интервьюера влияют на ход интервью, см. Ceci, S. J., Hembrooke, H., & Bruck, M. (1997). Children’s reports of personal events. In D. Cicchetti & S. L. Toth (eds.), Developmental perspectives on trauma: Theory, research, and intervention (pp. 515–534). Rochester Symposium on Developmental Psychopathology 8. Rochester, NY: University of Rochester Press.
17. Philippot, P., Feldman, R., & Coats, E. (2003). The role of nonverbal behavior in clinical settings (pp. 3–13). In Pierre Philippot, Robert S. Feldman, Erik J. Coats, Nonverbal behavior in clinical settings (pp. 3–13). New York: Oxford University Press. Foley, G. N., & Gentile, J. P. (2010). Nonverbal communication in psychotherapy. Psychiatry, 7(6), 38–44.
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1. Crowder, E. M. (1996). Gestures at work in sense-making science talk. Journal of the Learning Sciences, 5, 173–208, p. 196.
2. Crowder, E. M., & Newman, D. (1993). Telling what they know: The role of gesture and language in children’s science explanations. Pragmatics and Cognition, 1, 341–376, p. 370.
3. Kelly, S. D., Singer, M., Hicks, J., & Goldin-Meadow, S. (2002). A helping hand in assessing children’s knowledge: Instructing adults to attend to gesture. Cognition and Instruction, 20, 1–26.
4. Singer, M., Radinsky, J., & Goldman, S. R. (2008). The role of gesture in meaning construction. Discourse Processes, 45(4), 365–386, pp. 366–367, p. 377.
5. Goldin-Meadow, S., & Singer, M. A. (2003). From children’s hands to adults’ ears: Gesture’s role in the learning process. Developmental Psychology, 39(3), 509–520, p. 516.
6. Cook, S. W., & Goldin-Meadow, S. (2006). The role of gesture in learning: Do children use their hands to change their minds? Journal of Cognition and Development, 7, 211–232.
7. О том, зачем побуждать учителей математики использовать при объяснении разные формы презентации, см. National Council of Teachers of Mathematics (NCTM). (1989). Curriculum and evaluation standards for school mathematics. Reston, VA: NCTM. Shavelson, R. J., Webb, N. M., Stasz, C., & McArthur, D. (1988). Teaching mathematical problem solving: Insights from teachers and tutors. In R. I. Charles & E. A. Silver (eds.), The teaching and assessing of mathematical problem solving (pp. 203–231). Reston, VA: NCTM. О том, как учителя других дисциплин усиливают свою речь с помощью жестов, см. Neill, S., & Caswell, C. (1993). Body language for competent teachers. London: Routledge., p. 113.
8. Чтобы узнать больше об эффективности визуальной информации, когда она соотносится с информацией, выраженной вербально, см. Baggett, P. (1984). Role of temporal overlap of visual and auditory material in forming dual media associations. Journal of Educational Psychology, 76, 408–417. Mayer, R. E., & Anderson, R.B. (1991). Animations need narrations: An experimental test of a dual-coding hypothesis. Journal of Educational Psychology, 83, 484–490.