Action models and verbal descriptions in object representations given through gestures by preschool children.

Abstract

Previous research suggests that young children have difficulty producing pantomimic gestures with imagined objects for which no substitute objects are presented. They frequently substitute specific body parts to represent the object through gestures involved in the action. This study examined whether adults' verbal descriptions or symbolic action models help to produce an imaginary-object gestural response. 53 children (26 4-yr.-olds, and 27 5-yr.-olds) performed gestural tasks in which they were asked to pretend to use common objects, e.g., "pretend to brush your teeth with a toothbrush." They were then given verbal descriptions or action models to perform those same tasks. Analysis indicated that providing verbal descriptions and action models helps to produce an imaginary-object response in 4- and 5-yr.-old children. Action models proved more effective than verbal descriptions among 4-yr.-old children. Results are discussed indicating that each verbal description and action model could be influenced by different mechanisms underlying preschool children's symbol production.