Children Who Demonstrate Gesture-Speech Mismatches When Asked to Explain How

Children who demonstrate gesture-speech mismatches when asked to explain how they arrived at an answer to a mathematical problem:

A) are more likely to be developmentally delayed.
B) tend to have a heightened readiness to learn from instruction.
C) have less variability in their thought than do other children.
D) learn less from instruction than do children whose speech and gestures are consistent.