It should be noted, however, that children may have encountered TOT states for incorrect words, i.e. we can never be certain that the word the child was apparently searching for was the correct one. In such an instance, the child may have resolved their TOT state as they have produced the word that they were looking for, but their TOT state would have been classified as unresolved because the required word was not produced.
The effects of prohibiting gestures on children's lexical retrieval ability
Version of Record online: 23 JUL 2007
Volume 10, Issue 6, pages 747–754, November 2007
How to Cite
Pine, K. J., Bird, H. and Kirk, E. (2007), The effects of prohibiting gestures on children's lexical retrieval ability. Developmental Science, 10: 747–754. doi: 10.1111/j.1467-7687.2007.00610.x
- Issue online: 23 JUL 2007
- Version of Record online: 23 JUL 2007
- Received: 31 January 2006 Accepted: 1 November 2006
Two alternative accounts have been proposed to explain the role of gestures in thinking and speaking. The Information Packaging Hypothesis (Kita, 2000) claims that gestures are important for the conceptual packaging of information before it is coded into a linguistic form for speech. The Lexical Retrieval Hypothesis (Rauscher, Krauss & Chen, 1996) sees gestures as functioning more at the level of speech production in helping the speaker to find the right words. The latter hypothesis has not been fully explored with children. In this study children were given a naming task under conditions that allowed and restricted gestures. Children named more words correctly and resolved more ‘tip-of-the-tongue’ states when allowed to gesture than when not, suggesting that gestures facilitate access to the lexicon in children and are important for speech production as well as conceptualization.