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Walking, pointing, talking – the predictive value of early walking and pointing behavior for later language skills

Published online by Cambridge University Press:  22 August 2019

Carina LÜKE Open the ORCID record for Carina LÜKE [Opens in a new window] ,
Juliane LEINWEBER  and
Ute RITTERFELD
Carina LÜKE*
Affiliation:
Paderborn University, Germany TU Dortmund University, Germany
Juliane LEINWEBER
Affiliation:
TU Dortmund University, Germany Trier University of Applied Sciences, Germany
Ute RITTERFELD
Affiliation:
TU Dortmund University, Germany
*
*Corresponding author: Paderborn University, Faculty of Arts and Humanities, Psycholinguistics, Warburger Straße 100, 33098 Paderborn. E-mail: carina.lueke@uni-paderborn.de
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Abstract

Both walking abilities and pointing gestures in infants are associated with later language skills. Within this longitudinal study we investigate the relationship between walk onset and first observed index-finger points and their respectively predictive value for later language skills. We assume that pointing as a motor as well as a communicative skill is a stronger predictor of later language development than walk onset. Direct observations, parent questionnaires, and standardized tests were administered in 45 children at ages 1;0, 2;0, 3;0, and 4;0. Results show that both walk onset and early index-finger pointing predict language abilities at age 2;0, but only early index-finger pointing predicts language skills at ages 3;0 and 4;0. Walk onset seems to contribute to an initial increase in language acquisition without a sustained advantage. The predictive value of first observed index-finger points, however, is strong and lasts at least until age 4;0.

Keywords

language acquisitionwalkingpointinggestures
Type
Brief Research Reports
Information
Journal of Child Language , Volume 46 , Issue 6 , November 2019 , pp. 1228 - 1237
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Copyright
Copyright © Cambridge University Press 2019 

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