Forty-eight toddlers participated in a word-learning task to assess gesture input on mapping nonce words to unfamiliar objects. Receptive fast mapping and expressive naming for target object-word pairs were tested in three conditions – with a point, with a shape gesture, and in a no-gesture, word-only condition. No statistically significant effect of gesture for receptive fast-mapping was found but age was a factor. Two year olds outperformed one year olds for both measures. Only one girl in the one-year-old group correctly named any items. There was a significant interaction between gesture and gender for expressive naming. Two-year-old girls were six times more likely than two-year-old boys to correctly name items given point and shape gestures; whereas, boys named more items taught with the word only than with a point or shape gesture. The role of gesture input remains unclear, particularly for children under two years and for toddler boys.

48 名幼儿参与了一项单词学习任务，以评估将随机词映射到不熟悉的物体的手势输入。目标对象词对的接受性快速映射和表达性命名在三种条件下进行了测试——有一个点，有一个形状手势，以及在无手势、只有单词的条件下。没有发现手势对接受性快速映射有统计学意义的影响，但年龄是一个因素。两岁儿童在这两项指标上的表现都优于一岁儿童。一岁组中只有一名女孩正确命名了任何物品。表达性命名的手势和性别之间存在显着的相互作用。两岁女孩在给出点和形状手势时正确命名项目的可能性是两岁男孩的六倍；然而，与点或形状手势相比，男孩只用单词来命名更多的项目。