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https://doi.org/10.21256/zhaw-24262| Publication type: | Article in scientific journal |
| Type of review: | Peer review (publication) |
| Title: | Narrative performance and sociopragmatic abilities in preschool children are linked to multimodal imitation skills |
| Authors: | Castillo, Eva Pronina, Mariia Hübscher, Iris Prieto, Pilar |
| et. al: | No |
| DOI: | 10.1017/S0305000921000404 10.21256/zhaw-24262 |
| Published in: | Journal of Child Language |
| Volume(Issue): | 50 |
| Issue: | 1 |
| Page(s): | 52 |
| Pages to: | 77 |
| Issue Date: | 2021 |
| Publisher / Ed. Institution: | Cambridge University Press |
| ISSN: | 0305-0009 1469-7602 |
| Language: | English |
| Subjects: | Multimodal imitation; Narrative performance; Sociopragmatic ability; Object-based imitation; Preschool child |
| Subject (DDC): | 401.9: Psycholinguistics and sociolinguistics |
| Abstract: | Over recent decades much research has analyzed the relevance of 9- to 20- month-old infants’ early imitation skills (object- and language-based imitation) for language development. Yet there have been few systematic comparisons of the joint relevance of these imitative behaviors later on in development. This correlational study investigated whether multimodal imitation (gestural, prosodic, and lexical components) and object-based imitation are related to narratives and sociopragmatics in preschoolers. Thirty-one typically developing 3- to 4-year-old children performed four tasks to assess multimodal imitation, object-based imitation, narrative abilities, and sociopragmatic abilities. Results revealed that both narrative and sociopragmatic skills were significantly related to multimodal imitation, but not to object-based imitation, indicating that preschoolers’ ability to imitate socially relevant multimodal cues is strongly related to language and sociocommunicative skills. Therefore, this evidence supports a broader conceptualization of imitation behaviors in the field of language development that systematically integrates prosodic, gestural, and verbal linguistic patterns. |
| URI: | https://digitalcollection.zhaw.ch/handle/11475/24262 |
| Fulltext version: | Published version |
| License (according to publishing contract): | CC BY 4.0: Attribution 4.0 International |
| Departement: | Applied Linguistics |
| Organisational Unit: | Institute of Language Competence (ILC) |
| Appears in collections: | Publikationen Angewandte Linguistik |
Files in This Item:
| File | Description | Size | Format | |
|---|---|---|---|---|
| 2021_Castillo-etal_Narrative-performance-sociopragmatic-abilities-preschool-children.pdf | 1.13 MB | Adobe PDF |  View/Open |
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Castillo, E., Pronina, M., Hübscher, I., & Prieto, P. (2021). Narrative performance and sociopragmatic abilities in preschool children are linked to multimodal imitation skills. Journal of Child Language, 50(1), 52–77. https://doi.org/10.1017/S0305000921000404
Castillo, E. et al. (2021) ‘Narrative performance and sociopragmatic abilities in preschool children are linked to multimodal imitation skills’, Journal of Child Language, 50(1), pp. 52–77. Available at: https://doi.org/10.1017/S0305000921000404.
E. Castillo, M. Pronina, I. Hübscher, and P. Prieto, “Narrative performance and sociopragmatic abilities in preschool children are linked to multimodal imitation skills,” Journal of Child Language, vol. 50, no. 1, pp. 52–77, 2021, doi: 10.1017/S0305000921000404.
CASTILLO, Eva, Mariia PRONINA, Iris HÜBSCHER und Pilar PRIETO, 2021. Narrative performance and sociopragmatic abilities in preschool children are linked to multimodal imitation skills. Journal of Child Language. 2021. Bd. 50, Nr. 1, S. 52–77. DOI 10.1017/S0305000921000404
Castillo, Eva, Mariia Pronina, Iris Hübscher, and Pilar Prieto. 2021. “Narrative Performance and Sociopragmatic Abilities in Preschool Children Are Linked to Multimodal Imitation Skills.” Journal of Child Language 50 (1): 52–77. https://doi.org/10.1017/S0305000921000404.
Castillo, Eva, et al. “Narrative Performance and Sociopragmatic Abilities in Preschool Children Are Linked to Multimodal Imitation Skills.” Journal of Child Language, vol. 50, no. 1, 2021, pp. 52–77, https://doi.org/10.1017/S0305000921000404.
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