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The current study explored the relationships between declarative pointing and theory of mind abilities in 30 children between 3 and 4 years of age. Measures used to examine theory of mind (ToM) included a parental questionnaire and theScaling of Theory of Mind Tasks. Results showed a dissociation between expressive and informative pointing, which have been regarded as two subcategories of the declarative function. ToM abilities were significantly related to the production of informative pointing, but not to the production of expressive pointing. This distinction might be explained by special features associated with informative pointing, such as early signs of cooperation abilities. Our results might have key implications for psychologists, as they may help improve evaluation and intervention programs for the development of social skills in preschoolers. [ABSTRACT FROM PUBLISHER]

Manual asymmetries emerge very early in development and several researchers have reported a significant right-hand bias in toddlers although this bias fluctuates depending on the nature of the activity being performed. However, little is known about the further development of asymmetries in preschoolers. In this study, patterns of hand preference were assessed in 50 children aged 3–5 years for different activities, including reaching movements, pointing gestures and symbolic gestures. Contrary to what has been reported in children before 3 years of age, we did not observe any difference in the mean handedness indices obtained in each task. Moreover, the asymmetry of reaching was found to correlate with that of pointing gestures, but not with that of symbolic gestures. In relation to the results reported in infants and adults, this study may help deciphering the mechanisms controlling the development of handedness by providing measures of manual asymmetries in an age range that has been so far rather neglected. [ABSTRACT FROM AUTHOR]

ABSTRACT. The authors used frame-by-frame video analyses to describe the features of imperative and declarative pointing gestures produced by young children, in comparison to reaching actions. First, the results showed that imperative pointing shared common features with reaching actions (hand shape, arm extension), but body posture observed in reaching differed from the one observed in pointing, both in imperative and declarative contexts. Second, hand shape was influenced by precision constraints: imperative gestures shifted from whole-hand pointing to index-finger pointing when the target was surrounded by distractors. This study is the first of its kind to highlight the effect of several variables on morphological features of pointing using quantitative measures and may provide insights into the nature of imperative and declarative pointing. [ABSTRACT FROM AUTHOR]

The objective of this study was to gain new insights into the processes underlying gestural communication in adults by examining hand shapes and hand preference patterns associated with different types of gestures. Several communicative situations eliciting pointing gestures and symbolic gestures were presented to 81 participants in an experimental context. Results have highlighted some differences in hand shapes depending on the function of pointing: contrary to results reported in children, the proportion of index-finger gestures was higher in imperative situations than in declarative situations. The distance between the gesturer and the referent was also found to influence hand shapes, proximal pointing being more frequently associated with index-finger gestures than distal pointing. The comparison of hand preferences revealed a greater right-sided asymmetry for declarative pointing than for non-communicative activities, whereas there was no difference between imperative pointing and non-communicative activities, or between symbolic gestures and non-communicative activities. The present study thus sheds some light on the features and the roles of communicative gestures in adults. Results are discussed in relation to the ontogenetic and phylogenetic origins of communication. [ABSTRACT FROM PUBLISHER]