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Susan Goodwyn, Linda Acredolo, and Catherine Brown (2000) Impact of Symbolic Gesturing on Early Language Development Journal of Nonverbal Behavior, 24: 81 103 In 1989 we began the most ambitious of our Baby Signs program projects With the help of a grant from the National Institutes of Health, we designed a longitudinal study to see how purposefully encouraging babies to use signs would affect later development To this end, 140 eleven-month-old infants were divided into three groups These included a group of 32 infants whose parents were asked to encourage signing, a control group of infants whose parents were given no instructions about special ways to interact with their children, and a second control group (for training effects ) of infants whose parents were asked to provide lots of verbal labels to stimulate language development All groups were found to be comparable at the beginning of the study in terms of the following factors: number of boys versus girls, number of firstborn versus later-born children, maternal and paternal education levels, family income, tendency to babble during parent-child interaction at eleven months, and number of verbal words already in their vocabularies at the beginning of the study The study lasted two years, with 103 of the original families staying involved the entire time The average number of signs learned by children in the signing group was twenty (the range was ten to sixty), and no sex differences were found Standardized tests of both receptive (ability to understand what others say) and expressive (ability to say things oneself ) language development were administered at eleven, fifteen, nineteen, twenty-four, thirty, and thirty-six months

Hence, the streptococci (STREP-toe-cock-see) are a genus of berry-shaped bacteria found as long twisted chains Finally, consider the staphylococci (STAF-ill-oh-cock-see) These rounded, berry-like bacteria assume the shape of a bunch of grapes (staphyl) In contrast to the rounded coccus form are the bacillus (bah-SIL-us) or rod shape and the spirillum (spy-RIL-um) or coil shape Similar to the coil shape taken by the spirilla (spy-RIL-uh) is the coiled hair arrangement assumed by the spirochetes (SPY-row-keets)

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Results demonstrated a consistent advantage for the signing babies, thereby laying to rest the most frequently voiced concern of parents that signing might hamper learning to talk In fact, the good news was that the signing experience actually facilitated verbal language development What s more, the control group children, whose parents were trying hard to help them learn verbal labels, did not show a significant advantage over the nonintervention control group This fact provides evidence that the signing children s language advantage was due specifically to the signing experience rather than just more parent-child, language-oriented interactions

( little berry )

Linda Acredolo and Susan Goodwyn ( July 2000) The Long-Term Impact of Symbolic Gesturing During Infancy on IQ at Age 8 Paper presented at the meetings of the International Society for Infant Studies, Brighton, United Kingdom Whenever and wherever we presented the results of our NIH study, someone would ask whether the signing babies had continued to excel as they got older and entered elementary school We finally decided to find out In the summer following their second-grade year, we tracked down nineteen of the original signing babies and twenty-four of the original nonintervention control group babies Fortunately, despite having failed to find some of the original children from each group, the two groups still did not differ from one another in the numbers of boys versus girls, number of firstborns versus later-borns, levels of maternal or paternal education, or income The measure we chose to use to assess development was a traditional IQ test called the Wechsler Intelligence Scale for Children (WISC-III) Much to our surprise and delight, the results indicated a statistically significant 12-point advantage for the children who had been encouraged to use signs during their second year of life (the mean IQ was 114) over the children who had been in the nonintervention control group (the mean IQ was 102) In terms more relevant to daily life, the eight-year-old

( double berries )

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