The research described in this commentary was supported by grants from the National Institute on Deafness and Other Communication Disorders (R01 DC00491) and the National Institute of Child Health and Human Development (R01 HD47450 and P01 HD40605).
Pointing Sets the Stage for Learning Language—and Creating Language
Version of Record online: 16 MAY 2007
Volume 78, Issue 3, pages 741–745, May/June 2007
How to Cite
Goldin-Meadow, S. (2007), Pointing Sets the Stage for Learning Language—and Creating Language. Child Development, 78: 741–745. doi: 10.1111/j.1467-8624.2007.01029.x
- Issue online: 1 JUN 2007
- Version of Record online: 16 MAY 2007
Tomasello, Carpenter, and Liszkowski (2007) have argued that pointing gestures do much more than single out objects in the world. Pointing gestures function as part of a system of shared intentionality even at early stages of development. As such, pointing gestures form the platform on which linguistic communication rests, paving the way for later language learning. This commentary provides evidence that pointing gestures do establish a foundation for learning a language and, moreover, set the stage for creating a language.