[{"citation":{"bibtex":"@article{Kern_Boden_Nemeth_Koutalidis_Abramov_Kopp_Rohlfing_2024, title={Preschool children’s discourse competence in different genres and how it relates to iconic gestures}, volume={51}, DOI={<a href=\"https://doi.org/10.1017/s030500092300065x\">10.1017/s030500092300065x</a>}, number={3}, journal={Journal of Child Language}, publisher={Cambridge University Press (CUP)}, author={Kern, Friederike and Boden, Ulrich and Nemeth, Anne and Koutalidis, Sofia and Abramov, Olga and Kopp, Stefan and Rohlfing, Katharina J.}, year={2024}, pages={656–680} }","ama":"Kern F, Boden U, Nemeth A, et al. Preschool children’s discourse competence in different genres and how it relates to iconic gestures. <i>Journal of Child Language</i>. 2024;51(3):656-680. doi:<a href=\"https://doi.org/10.1017/s030500092300065x\">10.1017/s030500092300065x</a>","mla":"Kern, Friederike, et al. “Preschool Children’s Discourse Competence in Different Genres and How It Relates to Iconic Gestures.” <i>Journal of Child Language</i>, vol. 51, no. 3, Cambridge University Press (CUP), 2024, pp. 656–80, doi:<a href=\"https://doi.org/10.1017/s030500092300065x\">10.1017/s030500092300065x</a>.","short":"F. Kern, U. Boden, A. Nemeth, S. Koutalidis, O. Abramov, S. Kopp, K.J. Rohlfing, Journal of Child Language 51 (2024) 656–680.","chicago":"Kern, Friederike, Ulrich Boden, Anne Nemeth, Sofia Koutalidis, Olga Abramov, Stefan Kopp, and Katharina J. Rohlfing. “Preschool Children’s Discourse Competence in Different Genres and How It Relates to Iconic Gestures.” <i>Journal of Child Language</i> 51, no. 3 (2024): 656–80. <a href=\"https://doi.org/10.1017/s030500092300065x\">https://doi.org/10.1017/s030500092300065x</a>.","ieee":"F. Kern <i>et al.</i>, “Preschool children’s discourse competence in different genres and how it relates to iconic gestures,” <i>Journal of Child Language</i>, vol. 51, no. 3, pp. 656–680, 2024, doi: <a href=\"https://doi.org/10.1017/s030500092300065x\">10.1017/s030500092300065x</a>.","apa":"Kern, F., Boden, U., Nemeth, A., Koutalidis, S., Abramov, O., Kopp, S., &#38; Rohlfing, K. J. (2024). Preschool children’s discourse competence in different genres and how it relates to iconic gestures. <i>Journal of Child Language</i>, <i>51</i>(3), 656–680. <a href=\"https://doi.org/10.1017/s030500092300065x\">https://doi.org/10.1017/s030500092300065x</a>"},"page":"656-680","_id":"57607","publisher":"Cambridge University Press (CUP)","user_id":"50352","volume":51,"status":"public","date_created":"2024-12-07T04:16:50Z","type":"journal_article","issue":"3","publication":"Journal of Child Language","abstract":[{"lang":"eng","text":"<jats:title>Abstract</jats:title><jats:p>Based on the linguistic analysis of game explanations and retellings, the paper’s goal is to investigate the relation of preschool children’s situated discourse competence and iconic gestures in different communicative genres, focussing on reinforcing and supplementary speech-gesture-combinations. To this end, a method was developed to evaluate discourse competence as a context-sensitive and interactively embedded phenomenon. The so-called GLOBE-model was adapted to assess discourse competence in relation to interactive scaffolding. The findings show clear links between the children’s competence and their parents’ scaffolding. We suggest this to be evidence of a fine-tuned interactive support system. The results also indicate strong relations between higher discourse competence and increased frequency of iconic gestures. This applies in particular to reinforcing gestures. The results are interpreted as a confirmation that the speech-gesture system undergoes systematic changes during early childhood, and that gesturing becomes more iconic – and thus more communicative – when discourse competence is growing.</jats:p>"}],"language":[{"iso":"eng"}],"doi":"10.1017/s030500092300065x","year":"2024","title":"Preschool children’s discourse competence in different genres and how it relates to iconic gestures","publication_identifier":{"issn":["0305-0009","1469-7602"]},"author":[{"full_name":"Kern, Friederike","first_name":"Friederike","last_name":"Kern"},{"last_name":"Boden","first_name":"Ulrich","full_name":"Boden, Ulrich"},{"first_name":"Anne","last_name":"Nemeth","full_name":"Nemeth, Anne"},{"first_name":"Sofia","last_name":"Koutalidis","full_name":"Koutalidis, Sofia"},{"full_name":"Abramov, Olga","first_name":"Olga","last_name":"Abramov"},{"full_name":"Kopp, Stefan","first_name":"Stefan","last_name":"Kopp"},{"full_name":"Rohlfing, Katharina J.","first_name":"Katharina J.","last_name":"Rohlfing"}],"publication_status":"published","date_updated":"2024-12-07T04:21:12Z","intvolume":"        51"},{"year":"2013","title":"A story about a word: does narrative presentation promote learning of a spatial preposition in German two-year-olds?","publication_identifier":{"issn":["1469-7602"]},"author":[{"full_name":"Nachtigäller, Kerstin","last_name":"Nachtigäller","first_name":"Kerstin"},{"id":"50352","last_name":"Rohlfing","first_name":"Katharina","full_name":"Rohlfing, Katharina"},{"full_name":"McGregor, Karla K.","first_name":"Karla K.","last_name":"McGregor"}],"date_updated":"2023-02-01T16:13:05Z","intvolume":"        40","language":[{"iso":"eng"}],"doi":"10.1017/S0305000912000311","issue":"04","publication":"Journal of Child Language","abstract":[{"text":"We trained forty German-speaking children aged 1;8–2;0 in their comprehension of UNTER [UNDER]. The target word was presented within semantically organized input in the form of a ‘narrative’ to the experimental group and within ‘unconnected speech’ to the control group. We tested children’s learning by asking them to perform an UNDER-relation before, immediately after, and again one day after the training using familiarized and unfamiliarized materials. Compared to controls, the experimental group learned better and retained more. Children with advanced expressive lexicons in particular were aided in generalizing to unfamiliarized materials by the narrative presentation. This study extends our understanding of how narrations scaffold young children’s enrichment of nascent word knowledge.","lang":"eng"}],"date_created":"2020-06-24T13:01:24Z","type":"journal_article","department":[{"_id":"749"}],"status":"public","page":"900-917","_id":"17205","publisher":"Cambridge University Press (CUP)","user_id":"14931","volume":40,"citation":{"apa":"Nachtigäller, K., Rohlfing, K., &#38; McGregor, K. K. (2013). A story about a word: does narrative presentation promote learning of a spatial preposition in German two-year-olds? <i>Journal of Child Language</i>, <i>40</i>(04), 900–917. <a href=\"https://doi.org/10.1017/S0305000912000311\">https://doi.org/10.1017/S0305000912000311</a>","ieee":"K. Nachtigäller, K. Rohlfing, and K. K. McGregor, “A story about a word: does narrative presentation promote learning of a spatial preposition in German two-year-olds?,” <i>Journal of Child Language</i>, vol. 40, no. 04, pp. 900–917, 2013, doi: <a href=\"https://doi.org/10.1017/S0305000912000311\">10.1017/S0305000912000311</a>.","chicago":"Nachtigäller, Kerstin, Katharina Rohlfing, and Karla K. McGregor. “A Story about a Word: Does Narrative Presentation Promote Learning of a Spatial Preposition in German Two-Year-Olds?” <i>Journal of Child Language</i> 40, no. 04 (2013): 900–917. <a href=\"https://doi.org/10.1017/S0305000912000311\">https://doi.org/10.1017/S0305000912000311</a>.","short":"K. Nachtigäller, K. Rohlfing, K.K. McGregor, Journal of Child Language 40 (2013) 900–917.","mla":"Nachtigäller, Kerstin, et al. “A Story about a Word: Does Narrative Presentation Promote Learning of a Spatial Preposition in German Two-Year-Olds?” <i>Journal of Child Language</i>, vol. 40, no. 04, Cambridge University Press (CUP), 2013, pp. 900–17, doi:<a href=\"https://doi.org/10.1017/S0305000912000311\">10.1017/S0305000912000311</a>.","ama":"Nachtigäller K, Rohlfing K, McGregor KK. A story about a word: does narrative presentation promote learning of a spatial preposition in German two-year-olds? <i>Journal of Child Language</i>. 2013;40(04):900-917. doi:<a href=\"https://doi.org/10.1017/S0305000912000311\">10.1017/S0305000912000311</a>","bibtex":"@article{Nachtigäller_Rohlfing_McGregor_2013, title={A story about a word: does narrative presentation promote learning of a spatial preposition in German two-year-olds?}, volume={40}, DOI={<a href=\"https://doi.org/10.1017/S0305000912000311\">10.1017/S0305000912000311</a>}, number={04}, journal={Journal of Child Language}, publisher={Cambridge University Press (CUP)}, author={Nachtigäller, Kerstin and Rohlfing, Katharina and McGregor, Karla K.}, year={2013}, pages={900–917} }"}},{"status":"public","page":"807-828","_id":"17265","publisher":"Cambridge University Press (CUP)","user_id":"14931","volume":36,"citation":{"mla":"McGregor, Karla K., et al. “Gesture as a Support for Word Learning: The Case of Under.” <i>JOURNAL OF CHILD LANGUAGE</i>, vol. 36, no. 04, Cambridge University Press (CUP), 2009, pp. 807–28, doi:<a href=\"https://doi.org/10.1017/S0305000908009173\">10.1017/S0305000908009173</a>.","bibtex":"@article{McGregor_Rohlfing_Bean_Marschner_2009, title={Gesture as a support for word learning: The case of under}, volume={36}, DOI={<a href=\"https://doi.org/10.1017/S0305000908009173\">10.1017/S0305000908009173</a>}, number={04}, journal={JOURNAL OF CHILD LANGUAGE}, publisher={Cambridge University Press (CUP)}, author={McGregor, Karla K. and Rohlfing, Katharina and Bean, Allison and Marschner, Ellen}, year={2009}, pages={807–828} }","ama":"McGregor KK, Rohlfing K, Bean A, Marschner E. Gesture as a support for word learning: The case of under. <i>JOURNAL OF CHILD LANGUAGE</i>. 2009;36(04):807-828. doi:<a href=\"https://doi.org/10.1017/S0305000908009173\">10.1017/S0305000908009173</a>","ieee":"K. K. McGregor, K. Rohlfing, A. Bean, and E. Marschner, “Gesture as a support for word learning: The case of under,” <i>JOURNAL OF CHILD LANGUAGE</i>, vol. 36, no. 04, pp. 807–828, 2009, doi: <a href=\"https://doi.org/10.1017/S0305000908009173\">10.1017/S0305000908009173</a>.","apa":"McGregor, K. K., Rohlfing, K., Bean, A., &#38; Marschner, E. (2009). Gesture as a support for word learning: The case of under. <i>JOURNAL OF CHILD LANGUAGE</i>, <i>36</i>(04), 807–828. <a href=\"https://doi.org/10.1017/S0305000908009173\">https://doi.org/10.1017/S0305000908009173</a>","chicago":"McGregor, Karla K., Katharina Rohlfing, Allison Bean, and Ellen Marschner. “Gesture as a Support for Word Learning: The Case of Under.” <i>JOURNAL OF CHILD LANGUAGE</i> 36, no. 04 (2009): 807–28. <a href=\"https://doi.org/10.1017/S0305000908009173\">https://doi.org/10.1017/S0305000908009173</a>.","short":"K.K. McGregor, K. Rohlfing, A. Bean, E. Marschner, JOURNAL OF CHILD LANGUAGE 36 (2009) 807–828."},"year":"2009","title":"Gesture as a support for word learning: The case of under","author":[{"full_name":"McGregor, Karla K.","last_name":"McGregor","first_name":"Karla K."},{"last_name":"Rohlfing","first_name":"Katharina","full_name":"Rohlfing, Katharina","id":"50352"},{"first_name":"Allison","last_name":"Bean","full_name":"Bean, Allison"},{"last_name":"Marschner","first_name":"Ellen","full_name":"Marschner, Ellen"}],"publication_identifier":{"issn":["1469-7602"]},"date_updated":"2023-02-01T13:04:28Z","intvolume":"        36","language":[{"iso":"eng"}],"doi":"10.1017/S0305000908009173","publication":"JOURNAL OF CHILD LANGUAGE","issue":"04","abstract":[{"lang":"eng","text":"Forty children, aged 1;8-2;0, participated in one of three training conditions meant to enhance their comprehension of the spatial term under: the +Gesture group viewed a symbolic gesture for under during training; those in the +Photo group viewed a still photograph of objects in the under relationship; those in the Model Only group did not receive supplemental symbolic support. Children's knowledge of under was measured before, immediately after, and two to three days after training. A gesture advantage was revealed when the gains exhibited by the groups on untrained materials (but not trained materials) were compared at delayed post-test (but not immediate Post-test). Gestured input promoted more robust knowledge of the meaning of under, knowledge that was less tied to contextual familiarity and more prone to consolidation. Gestured input likely reduced cognitive load while emphasizing both the location and the movement relevant to the meaning of under."}],"date_created":"2020-06-24T13:02:34Z","type":"journal_article","department":[{"_id":"749"}]},{"date_created":"2020-06-24T13:03:04Z","type":"journal_article","department":[{"_id":"749"}],"publication":"Journal of Child Language","issue":"01","abstract":[{"text":"Forty Polish children aged between 1;8 and 2;3 were trained over two training sessions In the comprehension of the preposition POD [UNDER]. In the experiment, two variables were manipulated: a within Subjects variable of SITUATION and a between subjects variable of LINGUISTIC INPUT. The effect of situation could be found in all trained groups, showing that children's understanding in familiar and transfer Situations differed significantly from the performance of the control group in the post-test. The results further Suggest that depending on the type of a situation, the linguistic task requires different word learning abilities from a child.","lang":"eng"}],"language":[{"iso":"eng"}],"doi":"10.1017/S0305000905007257","year":"2006","title":"Facilitating the acquisition of UNDER by means of IN and ON - a training study in Polish","publication_identifier":{"issn":["1469-7602"]},"author":[{"id":"50352","first_name":"Katharina","last_name":"Rohlfing","full_name":"Rohlfing, Katharina"}],"date_updated":"2023-02-01T13:14:50Z","intvolume":"        33","citation":{"ieee":"K. Rohlfing, “Facilitating the acquisition of UNDER by means of IN and ON - a training study in Polish,” <i>Journal of Child Language</i>, vol. 33, no. 01, pp. 51–69, 2006, doi: <a href=\"https://doi.org/10.1017/S0305000905007257\">10.1017/S0305000905007257</a>.","apa":"Rohlfing, K. (2006). Facilitating the acquisition of UNDER by means of IN and ON - a training study in Polish. <i>Journal of Child Language</i>, <i>33</i>(01), 51–69. <a href=\"https://doi.org/10.1017/S0305000905007257\">https://doi.org/10.1017/S0305000905007257</a>","mla":"Rohlfing, Katharina. “Facilitating the Acquisition of UNDER by Means of IN and ON - a Training Study in Polish.” <i>Journal of Child Language</i>, vol. 33, no. 01, CAMBRIDGE UNIV PRESS, 2006, pp. 51–69, doi:<a href=\"https://doi.org/10.1017/S0305000905007257\">10.1017/S0305000905007257</a>.","bibtex":"@article{Rohlfing_2006, title={Facilitating the acquisition of UNDER by means of IN and ON - a training study in Polish}, volume={33}, DOI={<a href=\"https://doi.org/10.1017/S0305000905007257\">10.1017/S0305000905007257</a>}, number={01}, journal={Journal of Child Language}, publisher={CAMBRIDGE UNIV PRESS}, author={Rohlfing, Katharina}, year={2006}, pages={51–69} }","chicago":"Rohlfing, Katharina. “Facilitating the Acquisition of UNDER by Means of IN and ON - a Training Study in Polish.” <i>Journal of Child Language</i> 33, no. 01 (2006): 51–69. <a href=\"https://doi.org/10.1017/S0305000905007257\">https://doi.org/10.1017/S0305000905007257</a>.","short":"K. Rohlfing, Journal of Child Language 33 (2006) 51–69.","ama":"Rohlfing K. Facilitating the acquisition of UNDER by means of IN and ON - a training study in Polish. <i>Journal of Child Language</i>. 2006;33(01):51-69. doi:<a href=\"https://doi.org/10.1017/S0305000905007257\">10.1017/S0305000905007257</a>"},"page":"51-69","_id":"17290","publisher":"CAMBRIDGE UNIV PRESS","user_id":"14931","volume":33,"status":"public"}]