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BEGIN:VEVENT
DTSTAMP:20260413T082826Z
DTSTART;VALUE=DATE-TIME:20240522T120000
DTEND;VALUE=DATE-TIME:20240522T130000
SUMMARY:Language and Learning Seminar: Gesture and Metaphor: Two Sides of
  a Conceptual and Linguistic Coin? - Camilla Crawshaw\, Technische Unive
 rsität Dortmund
TZID:Europe/London
UID:20240522-8a17841a8dc1e2bf018dd55d73bc0127@warwick.ac.uk
CREATED:20240520T082121Z
DESCRIPTION:Speaker: Camilla Crawshaw\, Technische Universität Dortmund T
 itle: Gesture and Metaphor: Two Sides of a Conceptual and Linguistic Coi
 n? Abstract: This talk will discuss potential analogies between metaphor
  and gesture comprehension with reference to findings from an 8-year lon
 gitudinal study. Prior research has independently shown that early gestu
 ral abilities predict children's subsequent language development (e.g. C
 olonnesi et al.\, 2010\; Kirk et al.\, 2022\; Lüke et al.\, 2020) while 
 other work has shown evolving\, strong connections between language skil
 ls\, metaphor comprehension\, and Theory of Mind (ToM) ability (e.g. Kal
 andadze et al.\, 2018\; Milligan et al.\, 2007\; Osterhaus and Koerber\,
  2021\; Pronina et al.\, 2023\; Tonini et al.\, 2023). Connecting these 
 previous findings\, we aimed to investigate the contribution of two diff
 erent types of gesture—production of preverbal pointing gestures across 
 a number of communicative motives and early iconic gesture comprehension
 —alongside early language skills to the later development of more advanc
 ed metacognitive and social pragmatic skills: ToM and metaphor comprehen
 sion. Thirty-five monolingual\, German-speaking children (18 boys\, 17 g
 irls) participated between the ages of 1 to 9 years in a longitudinal st
 udy at TU Dortmund University. Alongside the ongoing development of thei
 r language skills (productive vocabulary\, productive and receptive gram
 mar)\, the children were also assessed for pointing gestures at the age 
 of 1\;0 and iconic gesture comprehension at the age of 3\;0\, as well as
  metaphor comprehension and ToM skills at age 9\;0. Results indicated th
 at index-finger pointing at 1\;0 can predict ToM ability and metaphor co
 mprehension at age 9\;0\, mediated by both iconic gesture comprehension 
 and language skills at age 3\;0. These findings confirm existing work\, 
 highlighting the predictive nature of early gesture usage and comprehens
 ion not only for general language abilities such as vocabulary and gramm
 ar but also for more advanced metacognitive and social pragmatic skills.
  Speaker’s Bio Camilla Crawshaw is a fourth-year PhD student at TU Dortm
 und University under the supervision of Ute Ritterfeld and Carina Lüke. 
 She previously worked as a research assistant with Katharina Rohlfing at
  Paderborn University and completed her master’s degree under the superv
 ision of Mila Vulchanova at the Norwegian University of Science and Tech
 nology in Trondheim. Prior to this\, she worked as a secondary school te
 acher of modern foreign languages in Bristol\, having completed a PGDipE
 d at the University of Birmingham and a BA in German and Japanese at the
  University of Leeds. Email Mingtong Li for a Teams Link.
LOCATION:Microsoft Teams
CATEGORIES:External speaker,RAS (Research Active Staff),EDandI,Student
LAST-MODIFIED:20240520T082121Z
ORGANIZER;CN=Hannah Austin:
END:VEVENT
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