Infants' conventionalized acts: Gestures and words with mothers and peers |
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| Affiliation: | 1. U.S. Geological Survey, Southwest Biological Science Center, Rm. 123, University of Arizona, 1110 E. So. Campus Drive, Tucson, AZ 85719, United States;2. U.S. Geological Survey, Core Science Analytics and Synthesis, Denver Federal Center Bldg. 810, Lakewood, CO 80225, United States;3. U.S. Geological Survey, USA National Phenology Network, 1955 E 6th St., Tucson, AZ 85721, United States;4. NOAA Fisheries Service, Office of Science and Technology, 1315 East West Highway, Silver Spring, MD 20910, United States;2. Psychology Department, University of California, Santa Cruz and Marymount California University;3. University of California, Los Angeles;4. University of California, Los Angeles, California, USA |
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| Abstract: | The present study provides empirical support for several ideas about the importance of social context during early communication development that Bruner and others have found compelling. Twenty-eight infants were videotaped at home playing with their mothers, with peers, and while alone at 9, 12, and 15 months of age. Occurrences of gestures and words were noted as well as whether infants and their partners were both attending to the same object and whether infants were engaged in “action formats”. Results suggest that, as conventionalized acts emerge toward the end of infancy, their production is facilitated by the availability of an attentive, comprehending partner, joint attention toward an object with that partner, and the enactment of an action format. |
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