Encouraging pointing with the right hand, but not the left hand, gives right-handed 3-year-olds a linguistic advantage.

Previous research has shown a strong positive association between right-handed gesturing and vocabulary development. However, the causal nature of this relationship remains unclear. In the current study, we tested whether gesturing with the right hand enhances linguistic processing in the left hemisphere, which is contralateral to the right hand. We manipulated the gesture hand children used in pointing tasks to test whether it would affect their performance. In either a linguistic task (verb learning) or a non-linguistic control task (memory), 131 typically developing right-handed 3-year-olds were encouraged to use either their right hand or left hand to respond. While encouraging children to use a specific hand to indicate their responses had no effect on memory performance, encouraging children to use the right hand to respond, compared to the left hand, significantly improved their verb learning performance. This study is the first to show that manipulating the hand with which children are encouraged to gesture gives them a linguistic advantage. Language lateralization in healthy right-handed children typically involves a dominant left hemisphere. Producing right-handed gestures may therefore lead to increased activation in the left hemisphere which may, in turn, facilitate forming and accessing lexical representations. It is important to note that this study manipulated gesture handedness among right-handers and does therefore not support the practice of encouraging children to become right-handed in manual activities. RESEARCH HIGHLIGHTS: Right-handed 3-year-olds were instructed to point to indicate their answers exclusively with their right or left hand in either a memory or verb learning task. Right-handed pointing was associated with improved verb generalization performance, but not improved memory performance. Thus, gesturing with the right hand, compared to the left hand, gives right-handed 3-year-olds an advantage in a linguistic but not a non-linguistic task. Right-handed pointing might lead to increased activation in the left hemisphere and facilitate forming and accessing lexical representations.

"Prior experience with unlabeled actions promotes 3-year-old children's verb learning": Correction.

Reports an error in "Prior experience with unlabeled actions promotes 3-year-old children's verb learning" by Suzanne Aussems, Katherine H. Mumford and Sotaro Kita (Journal of Experimental Psychology: General, Advanced Online Publication, Jul 15, 2021, np). In the original article, acknowledgment of and formatting for Economic and Social Research Council funding was omitted. The author note and copyright line now reflect the standard acknowledgment of and formatting for the funding received for this article. All versions of this article have been corrected. (The following abstract of the original article appeared in record 2021-63321-001). This study investigated what type of prior experience with unlabeled actions promotes 3-year-old children's verb learning. We designed a novel verb learning task in which we manipulated prior experience with unlabeled actions and the gesture type children saw with this prior experience. Experiment 1 showed that children (N = 96) successfully generalized more novel verbs when they had prior experience with unlabeled exemplars of the referent actions ("relevant exemplars"), but only if the referent actions were highlighted with iconic gestures during prior experience. Experiment 2 showed that children (N = 48) successfully generalized more novel verbs when they had prior experience with one relevant exemplar and an iconic gesture than with two relevant exemplars (i.e., the same referent action performed by different actors) shown simultaneously. However, children also successfully generalized verbs above chance in the two-relevant-exemplars condition (without the help of iconic gesture). Overall, these findings suggest that prior experience with unlabeled actions is an important first step in children's verb learning process, provided that children get a cue for focusing on the relevant information (i.e., actions) during prior experience so that they can create stable memory representations of the actions. Such stable action memory representations promote verb learning because they make the actions stand out when children later encounter labeled exemplars of the same actions. Adults can provide top-down cues (e.g., iconic gestures) and bottom-up cues (e.g., simultaneous exemplars) to focus children's attention on actions; however, iconic gesture is more beneficial for successful verb learning than simultaneous exemplars. (PsycInfo Database Record (c) 2022 APA, all rights reserved).

Prior experience with unlabeled actions promotes 3-year-old children's verb learning.

[Correction Notice: An Erratum for this article was reported online in Journal of Experimental Psychology: General on Jan 6 2022 (see record 2022-20753-001). In the original article, acknowledgment of and formatting for Economic and Social Research Council funding was omitted. The author note and copyright line now reflect the standard acknowledgment of and formatting for the funding received for this article. All versions of this article have been corrected.] This study investigated what type of prior experience with unlabeled actions promotes 3-year-old children's verb learning. We designed a novel verb learning task in which we manipulated prior experience with unlabeled actions and the gesture type children saw with this prior experience. Experiment 1 showed that children (N = 96) successfully generalized more novel verbs when they had prior experience with unlabeled exemplars of the referent actions ("relevant exemplars"), but only if the referent actions were highlighted with iconic gestures during prior experience. Experiment 2 showed that children (N = 48) successfully generalized more novel verbs when they had prior experience with one relevant exemplar and an iconic gesture than with two relevant exemplars (i.e., the same referent action performed by different actors) shown simultaneously. However, children also successfully generalized verbs above chance in the two-relevant-exemplars condition (without the help of iconic gesture). Overall, these findings suggest that prior experience with unlabeled actions is an important first step in children's verb learning process, provided that children get a cue for focusing on the relevant information (i.e., actions) during prior experience so that they can create stable memory representations of the actions. Such stable action memory representations promote verb learning because they make the actions stand out when children later encounter labeled exemplars of the same actions. Adults can provide top-down cues (e.g., iconic gestures) and bottom-up cues (e.g., simultaneous exemplars) to focus children's attention on actions; however, iconic gesture is more beneficial for successful verb learning than simultaneous exemplars. (PsycInfo Database Record (c) 2022 APA, all rights reserved).

Children use gesture to interpret novel verb meanings.

Children often find it difficult to map verbs to specific referents within complex scenes, often believing that additional features are part of the referents. This study investigated whether 3-year-olds could use iconic gestures to map novel verbs to specific referents. One hundred and twenty children were taught verbs that could be interpreted as change-of-state or manner verbs while presented with manner, end-state, or no iconic gestures. Children were then presented with a choice that forced them to generalize either on the basis of manner or end state. Results showed that children who saw manner gestures showed a stronger manner bias compared to the other groups. Thus, the specific feature of an event encoded in gestures guides children's interpretations of novel words.

Methylation of Xilf3 by Xprmt1b alters its DNA, but not RNA, binding activity.

Modification of proteins by methylation has emerged as a key regulatory mechanism in many cellular processes, including gene control. Eighty to ninety percent of the arginine methylation in the cell is performed by the protein arginine methyl transferase PRMT1. ILF3, a protein involved in gene regulation at several levels, has been shown to be a substrate and regulator of PRMT1 in mammals. Here we show that the Xenopus orthologue of ILF3 (Xilf3) is methylated in vivo, and, at least in vitro, this methylation is carried out by Xprmt1b. The in vitro methylation of Xilf3 inhibits its ability to bind to DNA while leaving RNA binding activity unaltered. Consistent with these activities having a role in vivo, the DNA binding activity of the Xilf3-containing CBTF complex and the transcription of its target gene, Xgata2, are both decreased by overexpression of Xprmt1b in embryos. However, in contrast to other RNA binding proteins, a changing degree of methylation does not alter the subcellular localization of Xilf3. Several other proteins involved in gene regulation can bind both RNA and DNA; these data demonstrate a mechanism by which such binding activities may be controlled independently.

Xenopus nucleosome assembly protein becomes tissue-restricted during development and can alter the expression of specific genes.

Nucleosome assembly proteins have been identified in all eukaryotic species investigated to date and their suggested roles include histone shuttle, histone acceptor during transcriptional chromatin remodelling and cell cycle regulator. To examine the role of these proteins during early development we have isolated the cDNA encoding Xenopus NAP1L, raised an antibody against recombinant xNAP1L and examined the expression pattern of this mRNA and protein. Expression in adults is predominantly in ovaries. This maternal protein remains a major component of xNAP1L within the embryo until swimming tadpole stages. xNAP1L mRNA is initially throughout the embryo but by gastrula stages it is predominantly in the presumptive ectoderm. Later, mRNA is detected in the neural crest, neural tube, eyes, tailbud and ventral blood islands. In order to test whether xNAP1L has a potential role in gene regulation we overexpressed this protein in animal pole explants and tested the effect on expression of a series of potential target genes. The mRNA encoding the transcription factor GATA-2 was markedly up-regulated by this overexpression. These data support a role for xNAP1L in tissue-restricted gene regulation.