@article{57608,
  abstract     = {{<jats:title>Abstract</jats:title>
				<jats:p>The gesture-as-simulated-action framework explains the occurrence of iconic gestures. Accordingly, simulated
					visual imagery gives rise to observer-viewpoint, whereas simulated motor imagery gives rise to character-viewpoint gestures.
					Because little is known about whether this relationship is either the product of becoming a competent speaker in different
					communicative tasks or exists from an early age, we investigated 4-year-olds. In the first session, 55 children performed three
					different communicative tasks. In the second session, we administered a SON-R non-verbal intelligence test to assess children’s
					cognitive abilities. Results revealed a strong association between the frequency with which children used observer-viewpoints
					gestures and their scores in visual processing abilities. Because the association between gestures and visuospatial cognitive
					abilities was found across three communicative tasks, we can propose that it is a general ability rather than a phenomenon of
					task-specific discourse competence. We discuss these findings in terms of gestural threshold and cognitive offloading.</jats:p>}},
  author       = {{Boden, Ulrich J. and Kern, Friederike and Koutalidis, Sofia and Abramov, Olga and Nemeth, Anne and Kopp, Stefan and Rohlfing, Katharina J.}},
  issn         = {{0929-0907}},
  journal      = {{Pragmatics & Cognition}},
  number       = {{1}},
  pages        = {{49--96}},
  publisher    = {{John Benjamins Publishing Company}},
  title        = {{{Four-year-olds’ visuospatial cognitive abilities and their relation to observer‑viewpoint gestures across three					communicative tasks}}},
  doi          = {{10.1075/pc.00040.roh}},
  volume       = {{31}},
  year         = {{2024}},
}