The intersensory origins of word‐comprehension: an ecological–dynamic systems view

By L. Gogate, A. Walker-Andrews, Loraine E. Bahrick. 2001

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A Dynamic Systems Theory approach to second language acquisition (2007, background): “Empirical support for such a reflexive activity with a dynamic and interactionist point of view comes from Gogate, Walker-Andrews and Bahrick (2001) , who present an overview of research on the interaction between information provided by adults in synchronous bimodal (visual–auditory) presentation ”
Intersensory Redundancy and 7-Month-Old Infants' Memory for Arbitrary Syllable-Object Relations (2001, background): “Therefore, adults’ temporal coordination between vocalization and gesture is important for specifying which words and objects go together and for providing an important basis for early word learning, memory, and comprehension (Gogate et al., 2001).”
Socio-Pragmatics and Attention: Contributions to Gesturally Guided Word Learning in Toddlers (2008, background): “As predicted by proponents of the Emergentist Coalition Model ( Hirsh-Pasek et al, 2000 ), it appears that socio-pragmatic factors come to play a larger role than perceptual-attentional factors in word learning by the time children reach 2 ½ years of age (see Gogate, Walker-Andrews, & Bahrick, 2001”
The Development of Embodied Cognition: Six Lessons from Babies (2005, background): “When a parent introduces an object to a toddler and names it, the parent musters a whole of array of sensory-motor supports to bring the child’s attention to the object and to bind that object to the word [17, 18, 19].”