{"status":"ok","message-type":"work","message-version":"1.0.0","message":{"indexed":{"date-parts":[[2026,6,16]],"date-time":"2026-06-16T19:40:14Z","timestamp":1781638814379,"version":"3.54.5"},"reference-count":100,"publisher":"The Royal Society","issue":"1651","license":[{"start":{"date-parts":[[2014,9,19]],"date-time":"2014-09-19T00:00:00Z","timestamp":1411084800000},"content-version":"tdm","delay-in-days":0,"URL":"https:\/\/royalsociety.org\/journals\/ethics-policies\/data-sharing-mining\/"}],"content-domain":{"domain":["royalsocietypublishing.org"],"crossmark-restriction":true},"short-container-title":["Phil. Trans. R. Soc. B"],"published-print":{"date-parts":[[2014,9,19]]},"abstract":"<jats:p>\n                    The goal of this paper is to widen the lens on language to include the manual modality. We look first at hearing children who are acquiring language from a spoken language model and find that even before they use speech to communicate, they use gesture. Moreover, those gestures precede, and predict, the acquisition of structures in speech. We look next at deaf children whose hearing losses prevent them from using the oral modality, and whose hearing parents have not presented them with a language model in the manual modality. These children fall back on the manual modality to communicate and use gestures, which take on many of the forms and functions of natural language. These homemade gesture systems constitute the first step in the emergence of manual sign systems that are shared within deaf communities and are full-fledged languages. We end by widening the lens on\n                    <jats:italic>sign<\/jats:italic>\n                    language to include gesture and find that signers not only gesture, but they also use gesture in learning contexts just as speakers do. These findings suggest that what is key in gesture's ability to predict learning is its ability to add a second representational format to communication, rather than a second modality. Gesture can thus be language, assuming linguistic forms and functions, when other vehicles are not available; but when speech or sign is possible, gesture works along with language, providing an additional representational format that can promote learning.\n                  <\/jats:p>","DOI":"10.1098\/rstb.2013.0295","type":"journal-article","created":{"date-parts":[[2014,8,4]],"date-time":"2014-08-04T22:31:31Z","timestamp":1407191491000},"page":"20130295","update-policy":"https:\/\/doi.org\/10.1098\/crossmark-policy","source":"Crossref","is-referenced-by-count":53,"title":["Widening the lens: what the manual modality reveals about language, learning and cognition"],"prefix":"10.1098","volume":"369","author":[{"given":"Susan","family":"Goldin-Meadow","sequence":"first","affiliation":[{"name":"Department of Psychology, University of Chicago, 5848 South University Avenue, Chicago, IL 60637, USA"}],"role":[{"vocabulary":"crossref","role":"author"}]}],"member":"175","published-online":{"date-parts":[[2014,9,19]]},"reference":[{"key":"e_1_3_2_2_2","doi-asserted-by":"crossref","first-page":"207","DOI":"10.1515\/9783110813098.207","volume-title":"Relationship of verbal and nonverbal communication","author":"Kendon A","year":"1980"},{"key":"e_1_3_2_3_2","volume-title":"Hand and mind: what gestures reveal about thought","author":"McNeill D","year":"1992"},{"key":"e_1_3_2_4_2","first-page":"531","volume-title":"The handbook of child language acquisition","author":"Lillo-Martin D","year":"1999"},{"key":"e_1_3_2_5_2","first-page":"881","volume-title":"The cross-linguistic study of language acquisition, vol. 1: the data","author":"Newport EL","year":"1985"},{"key":"e_1_3_2_6_2","first-page":"61","volume-title":"Recent perspectives on American sign language","author":"Hoffmeister R","year":"1980"},{"key":"e_1_3_2_7_2","volume-title":"The deaf child","author":"Conrad R","year":"1979"},{"key":"e_1_3_2_8_2","first-page":"51","volume-title":"Child neuropsychology, handbook of neuropsychology","author":"Mayberry RI","year":"1992"},{"key":"e_1_3_2_9_2","doi-asserted-by":"publisher","DOI":"10.1093\/acprof:oso\/9780198524519.003.0008"},{"key":"e_1_3_2_10_2","volume-title":"Language and context: the acquisition of pragmatics","author":"Bates E","year":"1976"},{"key":"e_1_3_2_11_2","volume-title":"The emergence of symbols: cognition and communication in infancy","author":"Bates E","year":"1979"},{"key":"e_1_3_2_12_2","first-page":"1","article-title":"Do iconic gestures pave the way for children's early verbs?","author":"\u00d6z\u00e7al\u0131\u015fkan S","year":"2013","journal-title":"Appl. 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