{"page":"807-828","type":"journal_article","issue":"04","publication":"JOURNAL OF CHILD LANGUAGE","date_created":"2020-06-24T13:02:34Z","status":"public","author":[{"full_name":"McGregor, Karla K.","last_name":"McGregor","first_name":"Karla K."},{"id":"50352","first_name":"Katharina","last_name":"Rohlfing","full_name":"Rohlfing, Katharina"},{"first_name":"Allison","last_name":"Bean","full_name":"Bean, Allison"},{"first_name":"Ellen","full_name":"Marschner, Ellen","last_name":"Marschner"}],"publication_identifier":{"issn":["1469-7602"]},"intvolume":"        36","_id":"17265","year":"2009","doi":"10.1017/S0305000908009173","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."}],"volume":36,"title":"Gesture as a support for word learning: The case of under","date_updated":"2023-02-01T13:04:28Z","language":[{"iso":"eng"}],"department":[{"_id":"749"}],"publisher":"Cambridge University Press (CUP)","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>.","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>","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>.","short":"K.K. McGregor, K. Rohlfing, A. Bean, E. Marschner, JOURNAL OF CHILD LANGUAGE 36 (2009) 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>","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} }","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>."},"user_id":"14931"}