Helen Jones, Lucy Hammond
Threshold concepts in medical education: A scoping review
Medical education
individuals developmental language disorder williams syndrome reported use gestures individuals typical development however two groups differ considerably visuospatial language skills two skills hypothesized shape gesture rate first examined whether children developmental language disorder children williams syndrome indeed use gestures second aim disentangle role vocabulary visuospatial skills use supplementary gestures ie containing unique information account participant heterogeneity analyses included group comparisons vocabulary visuospatial skills individual level third aim role visuospatial skills examined relation gestures containing spatial content crosssectional group design three participant groups watched retold cartoon children typical development n 25 children developmental language disorder n 25 childrenyoung people williams syndrome n 14 narrations transcribed hand gestures coded based gesturespeech integration redundant adds information particular lexical items gives information entirely absent speech spatial content participants expressive vocabulary visuospatial skills measured betweengroup comparisons showed individuals developmental language disorder williams syndrome indeed use gestures poisson loglinear modelling demonstrated relative higher use supplementary gestures determined lower expressive vocabulary skills neither group distinction visuospatial skills shaped supplementary gesture rate spatial gesture rate regardless neurodevelopmental condition typical development higher use supplementary gestures influenced expressive vocabulary skills children lower vocabulary skills spontaneously capitalized multimodality communication express constituents present verbal speech finding promising starting point future gesture intervention studies examining whether implicit modelling gesture use encourage gestures even children allows achieve higher linguistic complexity methodological note observed intragroup skill variability demonstrates group comparisons need complemented correlational measures accounting skills individual level already known subject children developmental language disorder children williams syndrome inclined use gestures typically developing children research conducted adults typical development points towards role lexical visuospatial skills gesture use unclear skills shape gesture use children atypical development paper adds existing knowledge study compares rate gestures convey meaning expressed speech three aforementioned populations novel inclusion group distinction individual lexical skills visuospatial skills one encompassing statistical model potential actual clinical implications work inclination use gestures replace speech related lexical skills visuospatial skills seem play role considered factor thinking gesture intervention understanding gestures relate specific skills first step understanding gesture interventions bolster language production