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eng
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John Benjamins Publishing Company
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Gesture Studies
4
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Integrating Gestures
The interdisciplinary nature of gesture
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gs.4
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https://benjamins.com
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https://benjamins.com/catalog/gs.4
1
B01
Gale Stam
Stam, Gale
Gale
Stam
National Louis University
2
B01
Mika Ishino
Ishino, Mika
Mika
Ishino
Kansai Gaidai University, Kobe University and University of Hyogo
01
eng
380
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LAN009000
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Cognition and language
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Gesture Studies
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Gestures are ubiquitous and natural in our everyday life. They convey information about culture, discourse, thought, intentionality, emotion, intersubjectivity, cognition, and first and second language acquisition. Additionally, they are used by non-human primates to communicate with their peers and with humans. Consequently, the modern field of gesture studies has attracted researchers from a number of different disciplines such as anthropology, cognitive science, communication, neuroscience, psycholinguistics, primatology, psychology, robotics, sociology and semiotics. This volume presents an overview of the depth and breadth of current research in gesture. Its focus is on the interdisciplinary nature of gesture. The twenty-six chapters included in the volume are divided into six sections or themes: the nature and functions of gesture, first language development and gesture, second language effects on gesture, gesture in the classroom and in problem solving, gesture aspects of discourse and interaction, and gestural analysis of music and dance.<br />As of March 2017, this e-book is freely available, thanks to the support of libraries working with Knowledge Unlatched. It is licensed under a Creative Commons <a href="https://creativecommons.org/licenses/by-nc-nd/4.0/">CC BY-NC-ND</a> license.
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http://creativecommons.org/licenses/by-nc-nd/4.0/
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Open access -- this title is available under a CC BY-NC-ND license. For full details, see: http://creativecommons.org/licenses/by-nc-nd/4.0/
05
After decades of methodological self-reflection, the field of gesture studies has now reached a stage which allows steady accumulation of empirically based knowledge. The present volume gives an impressive survey of the kinds and functions of gestures occurring in humans and other primates and introduces the reader into the leading paradigms of contemporary gesture research. The contributors include prominent gesture researchers as well as promising young professionals with an interdisciplinary background and exemplify the successful international cooperation taking place in this fascinating field. The volume is of particular value for readers interested in first and second language development, social cognition, and problem-solving by means of gestures.
Roland Posner, Honorary President of the International Association for Semiotic Studies IASS, Berlin Institute of Technology
05
This outstanding volume presents a vast overview of contemporary research on gesture, covering multiple disciplines and different theoretical and methodological perspectives. It demonstrates the breadth and sophistication of studies that examine visible bodily actions and their intricate relationship to communication and cognition. A treasure trove of observations concerning forms and functions of gestures, their role in development, interaction, problem-solving, and even music-making, it's a volume to return to again and again. Essential reading for all interested in the nature and function of gestures!
Marianne Gullberg, Lund University
05
This collection both advances knowledge of each of these individual themes, and highlights an<br />integrative agenda for future research.
Amelia Yeo and Martha W. Alibali, University of Wisconsin–Madison, Applied Linguistics Vol. 35:3 (2014), pp. 357-364
05
The study of gesture as a phenomenon has been the focus of much work, but as <i>Integrating Gestures</i> shows so well, the study of gesture has implications for a wider range of fields, including conversation analysis, child language acquisition, cognitive linguistics and semantics, than just the study of gesture in and of itself. [...] This collection of papers is a wonderful celebration of the heterogeneous nature of research currently being undertaken on gesture.
Lauren Gawne, School of Languages and Linguistics, The University of Melbourne, on Linguist List; Vol. 23-23.390, dated 24/01/2012
05
<i>Integrating Gestures</i> shows us the great strides that gesture researchers have made in recent years, exploring the most diverse realms of human interaction and social and cognitive life. Gesture, perhaps our most ancient means of making sense together, has lost neither its appeal nor its relevance in this age of new media.
Jürgen Streeck, The University of Texas at Austin
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Part I. Nature and functions of gestures
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Chapter 1. Introduction
1
A01
Mika Ishino
Ishino, Mika
Mika
Ishino
Kansai Gaidai University, Kobe University, University of Hyogo
2
A01
Gale Stam
Stam, Gale
Gale
Stam
National-Louis University
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26
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3
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Chapter 2. Addressing the problems of intentionality and granularity in non-human primate gesture
1
A01
Erica A. Cartmill
Cartmill, Erica A.
Erica A.
Cartmill
Department of Psychology, University of Chicago
2
A01
Richard W. Byrne
Byrne, Richard W.
Richard W.
Byrne
School of Psychology, University of St Andrews
01
Any study of communicative gesture must identify which movements are purposeful (<i>intentionality</i>) and which examples of movements should be grouped into a single gesture (<i>granularity</i>). Where researchers studying human gesture are aided by linguistic context, researchers studying non-human primates must rely on their subjects’ movements alone to address these questions. We propose an approach to intentionality and granularity in non-human primate gesture based first on the possibility that only some, but not all individuals that use particular movements do so as intentional gestures, and second on the premise that gestures found to have specific meanings reflect real-world distinctions made by the animals. We apply this approach to the behavior of 28 captive orangutans and identify 64 distinct gestures, 29 of which have specific, predictable meanings.
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Chapter 3. Birth of a Morph
1
A01
David McNeill
McNeill, David
David
McNeill
Department of Psychology, University of Chicago, USA
2
A01
Claudia Sowa
Sowa, Claudia
Claudia
Sowa
Department of Neurology, University of Erlangen, Germany
01
When speech is prevented, gesture morphs emerge de novo. The morphs include standards of good form and syntagmatic values. However, when speech is present, gestures do not attain morph status, do not have standards of form or syntagmatic values.
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Chapter 4. Dyadic evidence for grounding with abstract deictic gestures
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A01
Janet Bavelas
Bavelas, Janet
Janet
Bavelas
Department of Psychology, University of Victoria, Victoria, B.C., Canada
2
A01
Jennifer Gerwing
Gerwing, Jennifer
Jennifer
Gerwing
Department of Psychology, University of Victoria, Victoria, B.C., Canada
3
A01
Meredith Allison
Allison, Meredith
Meredith
Allison
Department of Psychology, University of Victoria, Victoria, B.C., Canada
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A01
Chantelle Sutton
Sutton, Chantelle
Chantelle
Sutton
Department of Psychology, University of Victoria, Victoria, B.C., Canada
01
Speakers use gestures to communicate within a dialogue, not as isolated individuals. We therefore analyzed gestural communication within dyadic dialogues. Specifically, we microanalyzed <i>grounding</i> (the sequence of steps by which speaker and addressee ensure their mutual understanding) in a task that elicited abstract deictic gestures. Twenty-two dyads designing a hypothetical floor plan together without writing implements often used gestures to describe these non-existent spaces. We examined the 552 gestures (97% of the database) that conveyed information that was not presented in the accompanying words. A highly reliable series of analyses tracked the immediate responses to these non-redundant speech-gesture combinations. In the vast majority of cases, the addressee’s response indicated understanding, and the speaker/gesturer’s actions confirmed that this understanding was correct.
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Chapter 5. If you don’t already know, I’m certainly not going to show you!
Motivation to communicate affects gesture production
1
A01
Autumn Hostetter
Hostetter, Autumn
Autumn
Hostetter
Department of Psychology, Kalamazoo College
2
A01
Martha W. Alibali
Alibali, Martha W.
Martha W.
Alibali
Department of Psychology, University of Wisconsin-Madison
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Sheree M. Schrager
Schrager, Sheree M.
Sheree M.
Schrager
The Saban Research Institute, Childrens Hospital Los Angeles
01
The present study aimed to determine if variations in a speaker’s motivation to communicate influence the frequency or size of the gestures the speaker produces. We observed the gestures produced by speakers as they gave route directions to a listener who they believed would use the information either to cooperate with them in a later game, compete with them, or merely play simultaneously. Gesture rates were not affected. However, speakers produced a higher proportion of gestures that were large in size when they expected their listener to cooperate with them than when they expected their listener to compete with them. These findings suggest that gestures are shaped in part by speakers’ desire to communicate information clearly to their listeners.
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Chapter 6. Measuring the formal diversity of hand gestures by their hamming distance
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A01
Katharina Hogrefe
Hogrefe, Katharina
Katharina
Hogrefe
Clinical Neuropsychology Research Group (EKN), Neuropsychological Department, Hospital Bogenhausen, Municipal Clinic München GmbH
2
A01
Wolfram Ziegler
Ziegler, Wolfram
Wolfram
Ziegler
Clinical Neuropsychology Research Group (EKN), Neuropsychological Department, Hospital Bogenhausen, Municipal Clinic München GmbH
3
A01
Georg Goldenberg
Goldenberg, Georg
Georg
Goldenberg
Clinical Neuropsychology Research Group (EKN), Neuropsychological Department, Hospital Bogenhausen, Municipal Clinic München GmbH
01
Based on the assumption that the formal diversity of gestures indicates their potential information content, we developed a method that focuses on the analysis of physiological and kinetic aspects of hand gestures. A form-based transcription with the Hamburg Notation System for Sign Languages (HamNoSys, Prillwitz et al. 1989) constitutes the basis for the calculation of a measure of the formal diversity of hand gestures. We validated our method in a study with healthy persons, who retold the same short video clips first verbally and then without speaking. The silent condition was expected to elicit higher formal diversity of hand gestures since they have to transmit information without support from language (Goldin-Meadow et al. 1996). Results were in line with our expectations. We conclude that the determination of the formal diversity of hand gestures is an adequate method for gesture analysis which is especially suitable for analysing the gestures of persons with language disorders.
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Chapter 7. ‘Parallel gesturing’ in adult-child conversations
1
A01
Maria Graziano
Graziano, Maria
Maria
Graziano
SESA-Università degli Studi Suor Orsola Benincasa, Naples; Université Stendhal-Grenoble 3
2
A01
Adam Kendon
Kendon, Adam
Adam
Kendon
†
University of Pennsylvania, Philadelphia
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A01
Carla Cristilli
Cristilli, Carla
Carla
Cristilli
Università degli Studi di Napoli “L’Orientale”, Naples
01
Sometimes a speaker repeats an interlocutor’s gesture, at least partially. Such ‘parallel gesturing’ illustrates how gestures can enter into the conversational exchange along with speech. Here we describe examples observed in adult-child conversations (children between 3 and 9 years). Four contexts are noted: (1) adult or child repeats speech and gesture of the other’s utterance in displaying understanding; (2) the adult repeats the child’s gesture, often with modification, when offering the child a more complete or correct expression of what it just said; (3) the adult repeats the child’s gesture when matching the child’s expressive style; (4) either adult or child parallels the other’s gesture when expressions of similar discourse type are reciprocated. Children, like adults, can pay attention to each other’s gestures, as well as to words. Differences between adult and child in how a ‘paralleled’ gesture is performed shows that gestural performance, like speech, involves maturation.
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Part II. First language development and gesture
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Chapter 8. Sentences and conversations before speech?
Gestures of preverbal children reveal cognitive and social skills that do not wait for words
1
A01
Claire D. Vallotton
Vallotton, Claire D.
Claire D.
Vallotton
01
The author wishes to acknowledge the children, parents, student caregivers, and staff of the Center for Child and Family Studies at the University of California, Davis for their time and patience with this study. Thanks also to the dedicated and talented research assistants who collected and coded these data. Preparation of this manuscript was supported in part by the National Institute of Child Health and Human Development, grant number 1 F32 HD050040-01. Before first words, children use gestures to communicate and represent concepts. This study investigated two questions: Can infants pair gestures together to create two-gesture <i>sentences</i>? Further, can preverbal children engage in conceptually focused gesturing <i>conversations</i>? I observed 10 infants for 8 months during interactions with caregivers and coded all gesturing behavior. I used longitudinal growth modeling to analyze the developmental trajectories of gesturing sentence and conversation length. Infants formed 2-gesture sentences as early as 9 months and 3-gesture sentences at 1 year. Infants engaged in 4-turn conversations as early as 11 months; maximum gesture conversation length was 16 turns. Infants’ early gesturing frequency and variety predicted later sentence length; however, caregivers’ gesturing sentence length suppressed child’s sentence length.
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Chapter 9. Giving a nod to social cognition
Developmental constraints on the emergence of conventional gestures and infant signs
1
A01
Maria Fusaro
Fusaro, Maria
Maria
Fusaro
Harvard Graduate School of Education
2
A01
Claire D. Vallotton
Vallotton, Claire D.
Claire D.
Vallotton
Michigan State University
01
Developmental researchers recognize that multiple component skills and social processes underlie children’s communication. Infants’ gestures have catalyzed consideration of non-verbal behaviors as markers of early communicative and social competence. The current study examines infant sign and conventional gesture production to inform debate on developmental and contextual constraints on communicative competence. Based on observations over eight months, we describe the emergence timing of gestures and signs in ten infants’ spontaneous behavior. We test whether two features of gestures and signs, relative frequency of caregiver use and motoric complexity, explain variation in emergence timing. We find that while these features may constrain whether infants produce particular gestures or signs, additional explanatory mechanisms must account for the late emergence of some conventional gestures.
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Chapter 10. Sensitivity of maternal gesture to interlocutor and context
1
A01
Maria Zammit
Zammit, Maria
Maria
Zammit
School of Psychology and Clinical Language Sciences, University of Reading
2
A01
Graham Schafer
Schafer, Graham
Graham
Schafer
School of Psychology and Clinical Language Sciences, University of Reading
01
Child-directed communication may be systematically modified either because (1) it scaffolds language learning (the ‘Facilitative Strategy Hypothesis’) or (2) as a consequence of the semantic simplicity of interactions with children (the ‘Interactional Artefact Hypothesis’). To compare these hypotheses, we compared maternal gestural production in dialogue with adults and children. We also examined the sensitivity of gestural production to children’s concurrent linguistic level. Twenty-nine mothers and their 16–24-month-olds were video-recorded during a free play session, and during picture and word description tasks. In interaction with children, maternal gestural repertoires were limited, typically comprising concrete deictic and representational gestures; abstract emphatic gestures were rare. Maternal gesture and children’s current vocabulary were positively correlated. Thus, maternal gestural modification appears to scaffold word learning, supporting the Facilitative Strategy Hypothesis.
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Chapter 11. The organization of children’s pointing stroke endpoints
1
A01
Mats Andrén
Andrén, Mats
Mats
Andrén
Centre for Cognitive Semiotics, Lund University
01
The timing of index finger pointing gestures of three Swedish children (recorded longitudinally between 18 and 28 months) was analyzed. 63% of the pointing strokes ended in direct association with the child’s own spoken utterance. This is in line with standard descriptions of gesture timing. However, 35% of the pointing strokes were sustained for a longer time – until a response was received from an interlocutor. It is shown here that parents give significantly more elaborated responses when children’s pointing strokes are sustained and that the children work actively to achieve this result. The timing of such pointing gestures is thus a matter of interactive coordination between child and interlocutor. Finally, these findings are used as the basis for a discussion of different types of descriptions of gesture timing in the literature and how these may relate to each other.
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Chapter 12. Is there an iconic gesture spurt at 26 months?
1
A01
Şeyda Özçalışkan
Özçalışkan, Şeyda
Şeyda
Özçalışkan
Georgia State University
2
A01
Susan Goldin-Meadow
Goldin-Meadow, Susan
Susan
Goldin-Meadow
University of Chicago
01
Previous research has shown that children understand the iconicity of a gesture at 26 months. Here we ask when children begin to display an appreciation of iconicity in the gestures they produce. We observed spontaneous gesture in 40 children interacting with their parents from 14 to 34 months of age, and found that children increased their production of iconic gestures over time. At 26 months, they not only produced significantly more iconic gestures (tokens) than at any previous time point, but they also conveyed significantly more different meanings with those iconic gestures (types). We found similar increases in the iconic gestures that the children’s parents produced, suggesting that parents either were sensitive to changes in their children’s iconic gestures or perhaps were responsible for those changes. Overall, the results suggest that the 26-month age period is a turning point for children’s grasp of the iconicity of a symbol.
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Chapter 13. The development of spatial perspective in the description of large-scale environments
1
A01
Kazuki Sekine
Sekine, Kazuki
Kazuki
Sekine
Japan Society for the Promotion of Science/National Institute of Informatics
01
This research investigated developmental changes in children’s representations of large-scale environments as reflected in spontaneous gestures and speech produced during route descriptions Four-, five-, and six-year-olds (<i>N</i> = 122) described the route from their nursery school to their own homes. Analysis of the children’s gestures showed that some 5- and 6-year-olds produced gestures that represented survey mapping, and they were categorized as a <i>survey group</i>. Children who did not produce such gestures were categorized as a <i>route group</i>. A comparison of the two groups revealed no significant differences in speech indices, with the exception that the survey group showed significantly fewer right/left terms. As for gesture, the survey group produced more gestures than the route group. These results imply that an initial form of survey-map representation is acquired beginning at late preschool age.
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Chapter 14. Learning to use gesture in narratives
Developmental trends in formal and semantic gesture competence
1
A01
Olga Capirci
Capirci, Olga
Olga
Capirci
ISTC- CNR, Rome- Italy
2
A01
Carla Cristilli
Cristilli, Carla
Carla
Cristilli
Università degli Studi di Napoli “L’Orientale”
3
A01
V. De Angelis
Angelis, V. De
V.
De
Angelis
ISTC- CNR, Rome- Italy
4
A01
Maria Graziano
Graziano, Maria
Maria
Graziano
SESA-Università degli Studi c“Suor Orsola Benincasa”
01
This study analyses the way in which children develop their competence in the formal and semantic aspects of gesture. The analysis is focused upon the use of representational gestures in a narrative context. A group of 30 Italian children from 4 to 10 years was videotaped while telling a video cartoon to an adult. Gestures were coded according to the parameters used in Sign Languages analysis and analysed in terms of the acquisition of their properties, the accuracy of their execution and correctness in content representation.It was investigated also the development of the symbolic competence in relation both to the use of some of these parameters and to the representational strategies adopted.Results indicate a developmental trend in all the phenomena investigated and point out some formal similarities between gesture and Sign Languages.
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Chapter 15. The changing role of gesture form and function in a picture book interaction between a child with autism and his support teacher
1
A01
Hannah Sowden
Sowden, Hannah
Hannah
Sowden
Newcastle University
2
A01
Michael R. Perkins
Perkins, Michael R.
Michael R.
Perkins
Sheffield University
3
A01
Judy Clegg
Clegg, Judy
Judy
Clegg
Sheffield University
01
Autism is a developmental disorder which impacts on the social, communicative and cognitive abilities of the child. The development of both language and gesture is delayed. Previous research indicates that deictic gestures predominate over representative gestures in this population. This paper presents a case study, Nathan, aged 2:6 years interacting with his support teacher, Joanne. The five minute interaction comprises three distinct phases. In the first phase Joanne engages Nathan’s attention by means of deictic gestures, the second phase shows an increase in iconic gesture, and in the final phase Nathan actively contributes to the interaction both verbally and gesturally. We conclude that Nathan is skilled at understanding and using deictic gestures, at imitating representative gestures and can collaboratively engage in interactions. This study indicates that children with autism may combine communicative modalities with more complexity than previously thought.
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Part III. Second language effects on gesture
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Chapter 16. A cross-linguistic study of verbal and gestural descriptions in French and Japanese monolingual and bilingual children
1
A01
Meghan Zvaigzne
Zvaigzne, Meghan
Meghan
Zvaigzne
McGill University
2
A01
Yuriko Oshima-Takane
Oshima-Takane, Yuriko
Yuriko
Oshima-Takane
McGill University
3
A01
Fred Genesee
Genesee, Fred
Fred
Genesee
McGill University
4
A01
Makiko Hirakawa
Hirakawa, Makiko
Makiko
Hirakawa
Bunkyo University
01
This study investigated whether the presence of mimetics (sound-symbolic words) in language influences children’s verbal and gestural descriptions by comparing monolingual and bilingual speakers of Japanese and French. Mimetics are present in Japanese, but not French (Kita, 2008). 4 to 6-year-old children described motion and object characteristics to an experimenter during a referential communication task. Verbal descriptions were coded as precise or imprecise and produced with or without mimetics and/or iconic gestures. Mimetics and gestures were used frequently in Japanese, particularly for motion descriptions. Bilinguals patterned like monolinguals, except when speaking Japanese they used more imprecise descriptions and fewer mimetics. This shows that presence of mimetics in language and frequent exposure to them promotes their use in conjunction with gestures.
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Chapter 17. Gesture and language shift on the Uruguayan-Brazilian border
1
A01
Kendra Newbury
Newbury, Kendra
Kendra
Newbury
Western Washington University and United States Air Force Academy
01
The linguistic phenomenon in which a prestige language variety supplants a traditional one, language shift, as well as the related phenomenon of superstratum and substratum interference, leading to mixture, have been widely studied in linguistics. Scholars, however, have not applied these linguistic theories to non-verbal communication, such as gesture. In applying these concepts to the hegemonic displacement in northern Uruguay of the traditional Portuguese variety by the national language, Spanish, this article demonstrates that gestural convention is interconnected with the linguistic outcome of language contact among these border bilinguals. Focusing on gestures that are traditionally associated with each language, the results confirm expected generalizations about gesture shift as a parallel phenomenon, while they reveal conclusions about how gesture differs from language, including the absence of gesture-switching and the phenomenon of latency, or rather, the delay in the adoption of culturally-defined paralinguistic forms when a speech community undergoes language shift.
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Part IV. Gesture in the classroom and in problem-solving
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Chapter 18. <i>Seeing</i> the graph vs. <i>being</i> the graph
Gesture, engagement and awareness in school mathematics
1
A01
Susan Gerofsky
Gerofsky, Susan
Susan
Gerofsky
University of British Columbia
01
This study is situated within a body of new work in mathematics education that involves studies of gesture, kinesthetic learning and embodied metaphor and mathematical understandings (for example, Lakoff & Núñez, 2000; Nemirovsky & Borba, 2003; Goldin-Meadow, Kim & Singer, 1999). This chapter reports findings from the first two years of the author’s multi-year study exploring variations of secondary students’ gestures when asked to describe mathematical graphs. Three diagnostic categories emerged from this data with regard to learners’ degree of imaginative engagement and ability to notice mathematically salient features when encountering graphs.
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Chapter 19. How gesture use enables intersubjectivity in the classroom
1
A01
Mitchell J. Nathan
Nathan, Mitchell J.
Mitchell J.
Nathan
University of Wisconsin-Madison
2
A01
Martha W. Alibali
Alibali, Martha W.
Martha W.
Alibali
University of Wisconsin-Madison
01
In communication it is essential for speaker and listener to establish intersubjectivity, or “common ground.” This is especially true in instructional settings where learning depends on successful communication. One way teachers enable intersubjectivity is through the use of gestures. We consider two circumstances in which gestures establish intersubjectivity: (a) making conversational repair, and (b) explicitly relating the novel (target) representation to a familiar (source) representation. We also identify two main ways gesture is used in establishing intersubjectivity. <i>Linking gestures</i> are sets of attention-guiding gestures (often deictic gestures) that delineate correspondences between familiar and new representations. <i>Catchments</i> use recurrent hand shapes or movements to convey similarity and highlight conceptual connections across seemingly different entities.
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Chapter 20. Microgenesis of gestures during mental rotation tasks recapitulates ontogenesis
1
A01
Mingyuan Chu
Chu, Mingyuan
Mingyuan
Chu
University of Birmingham
2
A01
Sotaro Kita
Kita, Sotaro
Sotaro
Kita
University of Birmingham
01
People spontaneously produce gestures when they solve problems or explain their solutions to a problem. In this chapter, we will review and discuss evidence on the role of representational gestures in problem solving. The focus will be on our recent experiments (Chu & Kita, 2008), in which we used Shepard-Metzler type of mental rotation tasks to investigate how spontaneous gestures revealed the development of problem solving strategy over the course of the experiment and what role gesture played in the development process. We found that when solving novel problems regarding the physical world, adults go through similar symbolic distancing (Werner & Kaplan, 1963) and internalization (Piaget, 1968) processes as those that occur during young children’s cognitive development and gesture facilitates such processes.
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Part V. Gesture aspects of discourse and interaction
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Chapter 21. Gesture and discourse
How we use our hands to introduce versus refer back
1
A01
Stephani Foraker
Foraker, Stephani
Stephani
Foraker
SUNY College at Buffalo
01
Do speakers use different gestures when first introducing a referent compared to when referring back to the referent? Four adults narrated a story involving two men and several objects. We coded the speech and gestures produced, focusing on the gestures that accompanied nouns or pronouns used to introduce or refer back to referents. The main finding was that gestures with predominantly redundant information (same identity as the spoken referent) occurred more often when introducing a referent in speech, but that gestures with predominantly additional information (different entity than spoken referent, predicate of a referent) occurred more often when referring back in speech. These findings underscore the idea that speakers’ gestures can reflect the difference between new and given information in discourse.
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Chapter 22. Speakers’ use of ‘action’ and ‘entity’ gestures with definite and indefinite references
1
A01
Katie Wilkin
Wilkin, Katie
Katie
Wilkin
University of Manchester, U.K.
2
A01
Judith Holler
Holler, Judith
Judith
Holler
Max Planck Institute for Psycholinguistics, The Netherlands
01
Common ground is an essential prerequisite for coordination in social interaction, including language use. When referring back to a referent in discourse, this referent is ‘given information’ and therefore in the interactants’ common ground. When a referent is being referred to for the first time, a speaker introduces ‘new information’. The analyses reported here are on gestures that accompany such references when they include definite and indefinite grammatical determiners. The main finding from these analyses is that referents referred to by definite and indefinite articles were equally often accompanied by gesture, but speakers tended to accompany definite references with gestures focusing on action information and indefinite references with gestures focusing on entity information. The findings suggest that speakers use speech and gesture <i>together</i> to design utterances appropriate for speakers with whom they share common ground.
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01
Chapter 23. “Voices” and bodies
Investigating <i>nonverbal parameters of the participation framework</i>
1
A01
Claire Maury-Rouan
Maury-Rouan, Claire
Claire
Maury-Rouan
LPL, CNRS – Université de Provence, France
01
According to interactional and dialogic linguistics, utterances may be seen as complex constructions in which alternate “voices”, more or less identifiable in reported speech, or less transparent as in polyphony may be heard. As vocal changes had been established in reported speech, it was hypothesized that shifts in facial expressions, gesture or posture paralleling shifts of footing might also be found. The analysis of videotaped data showed that two distinct formats: reported speech and polyphony in perspective shifts co-occurred with relevant nonverbal cues. Based on the degree of variation of accompanying vocal and visual parameters, three relevant types (‘underplayed’, ‘animated’ and ‘lively’) were found in <i>reported speech. Perspective shifts</i> were found to start with a pause, a shift in the speaker’s posture (head tilt) and pitch range variation. Two distinct cases of perspective shifts were found, whether the speaker became (–gaze) or remained (+gaze), possibly indicating quite different mental forms of perspective shifts.
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Chapter 24. Gestures in overlap
The situated establishment of speakership
1
A01
Lorenza Mondada
Mondada, Lorenza
Lorenza
Mondada
ICAR Research Lab (CNRS, Univ. Lyon2, ENS Lyon)
2
A01
Florence Oloff
Oloff, Florence
Florence
Oloff
ICAR Research Lab (CNRS, Univ. Lyon2, ENS Lyon)
01
This paper aims at contributing to the analysis of overlaps in turns-at-talk from both a sequential and a multimodal perspective. Overlaps have been studied within Conversation Analysis by focusing mainly on verbal and vocal resources; taking into account multimodal resources such as gesture, bodily posture, and gaze contributes to a better understanding of participants’ orientations to the sequential organization of overlapping talk and their management of speakership.First, we introduce the way in which overlaps have been studied in Conversation Analysis, mainly by Jefferson (1973, 1983, 2004) and Schegloff (2000); then we propose possible implications of their multimodal analysis. In order to demonstrate that speakers systematically orient to the overlap onset and resolution we analyze the multimodal conduct of overlapped speakers. Findings show methodical variations in trajectories of overlap resolution: speakers’ gestures in overlap display themselves as maintaining or withdrawing their turn, thereby exhibiting the speakership achieved and negotiated during overlap.
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Part VI. Gestural analysis of music and dance
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354
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01
Chapter 25. Music and leadership
The choir conductor’s multimodal communication
1
A01
Isabella Poggi
Poggi, Isabella
Isabella
Poggi
01
This chapter views the choir conductor as the leader of a cooperative group, whose role is not simply to provide technical instruction, but also to motivate singers, provide feedback, express the pleasure of music. It assumes that every choir conductor pursues a specific plan of action and that his/her multimodal behaviour is aimed at fulfilling the goals in that plan. It proposes an annotation scheme for analyzing a conductor’s head, eyebrow, eye, mouth, trunk and hand actions in terms of their physical parameters, their literal and indirect meanings, and their goals within the conductor’s plan. The scheme allows for the outlining of the body styles of different conductors, distinguishing them in terms of the goals fulfilled in their conduction.
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Chapter 26. Handjabber
Exploring metaphoric gesture and non-verbal communication via an interactive art installation
1
A01
Ellen Campana
Campana, Ellen
Ellen
Campana
2
A01
Jessica Mumford
Mumford, Jessica
Jessica
Mumford
3
A01
Cristóbal Martínez
Martínez, Cristóbal
Cristóbal
Martínez
4
A01
Stjepan Rajko
Rajko, Stjepan
Stjepan
Rajko
5
A01
Todd Ingalls
Ingalls, Todd
Todd
Ingalls
6
A01
Lisa Tolentino
Tolentino, Lisa
Lisa
Tolentino
7
A01
Harvey Thornburg
Thornburg, Harvey
Harvey
Thornburg
01
We describe an immersive art installation, <i>Handjabber</i>, which is inspired by research in gesture and nonverbal communication. It explores how people use their bodies to communicate and collaborate, specifically via metaphoric gesture, interpersonal space, and orientation. In the piece, participants’ individual and collective actions give rise to immediate changes in their perceptual environment. These changes are designed to highlight communicative aspects of experience that often go unnoticed in everyday life, allowing both participants and observers to gain a deeper understanding of how they naturally use their bodies to communicate. We describe artistic motivations, theoretical inspirations and technical details. We also discuss how people have experienced the piece.
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Miscellaneous
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Name index
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Miscellaneous
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Subject index
02
JBENJAMINS
John Benjamins Publishing Company
01
John Benjamins Publishing Company
Amsterdam/Philadelphia
NL
04
20110630
2011
John Benjamins
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WORLD
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9789027228451
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John Benjamins e-Platform
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jbe-platform.com
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John Benjamins Publishing Company
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9789027228451
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1874-6829
Gesture Studies
4
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Integrating Gestures
The interdisciplinary nature of gesture
01
gs.4
01
https://benjamins.com
02
https://benjamins.com/catalog/gs.4
1
B01
Gale Stam
Stam, Gale
Gale
Stam
National Louis University
2
B01
Mika Ishino
Ishino, Mika
Mika
Ishino
Kansai Gaidai University, Kobe University and University of Hyogo
01
eng
380
viii
372
LAN009000
v.2006
CFG
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JB Subject Scheme
LIN.COGN
Cognition and language
24
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LIN.GEST
Gesture Studies
06
01
Gestures are ubiquitous and natural in our everyday life. They convey information about culture, discourse, thought, intentionality, emotion, intersubjectivity, cognition, and first and second language acquisition. Additionally, they are used by non-human primates to communicate with their peers and with humans. Consequently, the modern field of gesture studies has attracted researchers from a number of different disciplines such as anthropology, cognitive science, communication, neuroscience, psycholinguistics, primatology, psychology, robotics, sociology and semiotics. This volume presents an overview of the depth and breadth of current research in gesture. Its focus is on the interdisciplinary nature of gesture. The twenty-six chapters included in the volume are divided into six sections or themes: the nature and functions of gesture, first language development and gesture, second language effects on gesture, gesture in the classroom and in problem solving, gesture aspects of discourse and interaction, and gestural analysis of music and dance.<br />As of March 2017, this e-book is freely available, thanks to the support of libraries working with Knowledge Unlatched. It is licensed under a Creative Commons <a href="https://creativecommons.org/licenses/by-nc-nd/4.0/">CC BY-NC-ND</a> license.
05
After decades of methodological self-reflection, the field of gesture studies has now reached a stage which allows steady accumulation of empirically based knowledge. The present volume gives an impressive survey of the kinds and functions of gestures occurring in humans and other primates and introduces the reader into the leading paradigms of contemporary gesture research. The contributors include prominent gesture researchers as well as promising young professionals with an interdisciplinary background and exemplify the successful international cooperation taking place in this fascinating field. The volume is of particular value for readers interested in first and second language development, social cognition, and problem-solving by means of gestures.
Roland Posner, Honorary President of the International Association for Semiotic Studies IASS, Berlin Institute of Technology
05
This outstanding volume presents a vast overview of contemporary research on gesture, covering multiple disciplines and different theoretical and methodological perspectives. It demonstrates the breadth and sophistication of studies that examine visible bodily actions and their intricate relationship to communication and cognition. A treasure trove of observations concerning forms and functions of gestures, their role in development, interaction, problem-solving, and even music-making, it's a volume to return to again and again. Essential reading for all interested in the nature and function of gestures!
Marianne Gullberg, Lund University
05
This collection both advances knowledge of each of these individual themes, and highlights an<br />integrative agenda for future research.
Amelia Yeo and Martha W. Alibali, University of Wisconsin–Madison, Applied Linguistics Vol. 35:3 (2014), pp. 357-364
05
The study of gesture as a phenomenon has been the focus of much work, but as <i>Integrating Gestures</i> shows so well, the study of gesture has implications for a wider range of fields, including conversation analysis, child language acquisition, cognitive linguistics and semantics, than just the study of gesture in and of itself. [...] This collection of papers is a wonderful celebration of the heterogeneous nature of research currently being undertaken on gesture.
Lauren Gawne, School of Languages and Linguistics, The University of Melbourne, on Linguist List; Vol. 23-23.390, dated 24/01/2012
05
<i>Integrating Gestures</i> shows us the great strides that gesture researchers have made in recent years, exploring the most diverse realms of human interaction and social and cognitive life. Gesture, perhaps our most ancient means of making sense together, has lost neither its appeal nor its relevance in this age of new media.
Jürgen Streeck, The University of Texas at Austin
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1
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Part I. Nature and functions of gestures
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Chapter
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Chapter 1. Introduction
1
A01
Mika Ishino
Ishino, Mika
Mika
Ishino
Kansai Gaidai University, Kobe University, University of Hyogo
2
A01
Gale Stam
Stam, Gale
Gale
Stam
National-Louis University
10
01
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15
26
12
Chapter
3
01
Chapter 2. Addressing the problems of intentionality and granularity in non-human primate gesture
1
A01
Erica A. Cartmill
Cartmill, Erica A.
Erica A.
Cartmill
Department of Psychology, University of Chicago
2
A01
Richard W. Byrne
Byrne, Richard W.
Richard W.
Byrne
School of Psychology, University of St Andrews
01
Any study of communicative gesture must identify which movements are purposeful (<i>intentionality</i>) and which examples of movements should be grouped into a single gesture (<i>granularity</i>). Where researchers studying human gesture are aided by linguistic context, researchers studying non-human primates must rely on their subjects’ movements alone to address these questions. We propose an approach to intentionality and granularity in non-human primate gesture based first on the possibility that only some, but not all individuals that use particular movements do so as intentional gestures, and second on the premise that gestures found to have specific meanings reflect real-world distinctions made by the animals. We apply this approach to the behavior of 28 captive orangutans and identify 64 distinct gestures, 29 of which have specific, predictable meanings.
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48
22
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Chapter 3. Birth of a Morph
1
A01
David McNeill
McNeill, David
David
McNeill
Department of Psychology, University of Chicago, USA
2
A01
Claudia Sowa
Sowa, Claudia
Claudia
Sowa
Department of Neurology, University of Erlangen, Germany
01
When speech is prevented, gesture morphs emerge de novo. The morphs include standards of good form and syntagmatic values. However, when speech is present, gestures do not attain morph status, do not have standards of form or syntagmatic values.
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Chapter 4. Dyadic evidence for grounding with abstract deictic gestures
1
A01
Janet Bavelas
Bavelas, Janet
Janet
Bavelas
Department of Psychology, University of Victoria, Victoria, B.C., Canada
2
A01
Jennifer Gerwing
Gerwing, Jennifer
Jennifer
Gerwing
Department of Psychology, University of Victoria, Victoria, B.C., Canada
3
A01
Meredith Allison
Allison, Meredith
Meredith
Allison
Department of Psychology, University of Victoria, Victoria, B.C., Canada
4
A01
Chantelle Sutton
Sutton, Chantelle
Chantelle
Sutton
Department of Psychology, University of Victoria, Victoria, B.C., Canada
01
Speakers use gestures to communicate within a dialogue, not as isolated individuals. We therefore analyzed gestural communication within dyadic dialogues. Specifically, we microanalyzed <i>grounding</i> (the sequence of steps by which speaker and addressee ensure their mutual understanding) in a task that elicited abstract deictic gestures. Twenty-two dyads designing a hypothetical floor plan together without writing implements often used gestures to describe these non-existent spaces. We examined the 552 gestures (97% of the database) that conveyed information that was not presented in the accompanying words. A highly reliable series of analyses tracked the immediate responses to these non-redundant speech-gesture combinations. In the vast majority of cases, the addressee’s response indicated understanding, and the speaker/gesturer’s actions confirmed that this understanding was correct.
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Chapter 5. If you don’t already know, I’m certainly not going to show you!
Motivation to communicate affects gesture production
1
A01
Autumn Hostetter
Hostetter, Autumn
Autumn
Hostetter
Department of Psychology, Kalamazoo College
2
A01
Martha W. Alibali
Alibali, Martha W.
Martha W.
Alibali
Department of Psychology, University of Wisconsin-Madison
3
A01
Sheree M. Schrager
Schrager, Sheree M.
Sheree M.
Schrager
The Saban Research Institute, Childrens Hospital Los Angeles
01
The present study aimed to determine if variations in a speaker’s motivation to communicate influence the frequency or size of the gestures the speaker produces. We observed the gestures produced by speakers as they gave route directions to a listener who they believed would use the information either to cooperate with them in a later game, compete with them, or merely play simultaneously. Gesture rates were not affected. However, speakers produced a higher proportion of gestures that were large in size when they expected their listener to cooperate with them than when they expected their listener to compete with them. These findings suggest that gestures are shaped in part by speakers’ desire to communicate information clearly to their listeners.
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Chapter 6. Measuring the formal diversity of hand gestures by their hamming distance
1
A01
Katharina Hogrefe
Hogrefe, Katharina
Katharina
Hogrefe
Clinical Neuropsychology Research Group (EKN), Neuropsychological Department, Hospital Bogenhausen, Municipal Clinic München GmbH
2
A01
Wolfram Ziegler
Ziegler, Wolfram
Wolfram
Ziegler
Clinical Neuropsychology Research Group (EKN), Neuropsychological Department, Hospital Bogenhausen, Municipal Clinic München GmbH
3
A01
Georg Goldenberg
Goldenberg, Georg
Georg
Goldenberg
Clinical Neuropsychology Research Group (EKN), Neuropsychological Department, Hospital Bogenhausen, Municipal Clinic München GmbH
01
Based on the assumption that the formal diversity of gestures indicates their potential information content, we developed a method that focuses on the analysis of physiological and kinetic aspects of hand gestures. A form-based transcription with the Hamburg Notation System for Sign Languages (HamNoSys, Prillwitz et al. 1989) constitutes the basis for the calculation of a measure of the formal diversity of hand gestures. We validated our method in a study with healthy persons, who retold the same short video clips first verbally and then without speaking. The silent condition was expected to elicit higher formal diversity of hand gestures since they have to transmit information without support from language (Goldin-Meadow et al. 1996). Results were in line with our expectations. We conclude that the determination of the formal diversity of hand gestures is an adequate method for gesture analysis which is especially suitable for analysing the gestures of persons with language disorders.
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Chapter 7. ‘Parallel gesturing’ in adult-child conversations
1
A01
Maria Graziano
Graziano, Maria
Maria
Graziano
SESA-Università degli Studi Suor Orsola Benincasa, Naples; Université Stendhal-Grenoble 3
2
A01
Adam Kendon
Kendon, Adam
Adam
Kendon
†
University of Pennsylvania, Philadelphia
3
A01
Carla Cristilli
Cristilli, Carla
Carla
Cristilli
Università degli Studi di Napoli “L’Orientale”, Naples
01
Sometimes a speaker repeats an interlocutor’s gesture, at least partially. Such ‘parallel gesturing’ illustrates how gestures can enter into the conversational exchange along with speech. Here we describe examples observed in adult-child conversations (children between 3 and 9 years). Four contexts are noted: (1) adult or child repeats speech and gesture of the other’s utterance in displaying understanding; (2) the adult repeats the child’s gesture, often with modification, when offering the child a more complete or correct expression of what it just said; (3) the adult repeats the child’s gesture when matching the child’s expressive style; (4) either adult or child parallels the other’s gesture when expressions of similar discourse type are reciprocated. Children, like adults, can pay attention to each other’s gestures, as well as to words. Differences between adult and child in how a ‘paralleled’ gesture is performed shows that gestural performance, like speech, involves maturation.
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Part II. First language development and gesture
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Chapter 8. Sentences and conversations before speech?
Gestures of preverbal children reveal cognitive and social skills that do not wait for words
1
A01
Claire D. Vallotton
Vallotton, Claire D.
Claire D.
Vallotton
01
The author wishes to acknowledge the children, parents, student caregivers, and staff of the Center for Child and Family Studies at the University of California, Davis for their time and patience with this study. Thanks also to the dedicated and talented research assistants who collected and coded these data. Preparation of this manuscript was supported in part by the National Institute of Child Health and Human Development, grant number 1 F32 HD050040-01. Before first words, children use gestures to communicate and represent concepts. This study investigated two questions: Can infants pair gestures together to create two-gesture <i>sentences</i>? Further, can preverbal children engage in conceptually focused gesturing <i>conversations</i>? I observed 10 infants for 8 months during interactions with caregivers and coded all gesturing behavior. I used longitudinal growth modeling to analyze the developmental trajectories of gesturing sentence and conversation length. Infants formed 2-gesture sentences as early as 9 months and 3-gesture sentences at 1 year. Infants engaged in 4-turn conversations as early as 11 months; maximum gesture conversation length was 16 turns. Infants’ early gesturing frequency and variety predicted later sentence length; however, caregivers’ gesturing sentence length suppressed child’s sentence length.
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Chapter 9. Giving a nod to social cognition
Developmental constraints on the emergence of conventional gestures and infant signs
1
A01
Maria Fusaro
Fusaro, Maria
Maria
Fusaro
Harvard Graduate School of Education
2
A01
Claire D. Vallotton
Vallotton, Claire D.
Claire D.
Vallotton
Michigan State University
01
Developmental researchers recognize that multiple component skills and social processes underlie children’s communication. Infants’ gestures have catalyzed consideration of non-verbal behaviors as markers of early communicative and social competence. The current study examines infant sign and conventional gesture production to inform debate on developmental and contextual constraints on communicative competence. Based on observations over eight months, we describe the emergence timing of gestures and signs in ten infants’ spontaneous behavior. We test whether two features of gestures and signs, relative frequency of caregiver use and motoric complexity, explain variation in emergence timing. We find that while these features may constrain whether infants produce particular gestures or signs, additional explanatory mechanisms must account for the late emergence of some conventional gestures.
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01
Chapter 10. Sensitivity of maternal gesture to interlocutor and context
1
A01
Maria Zammit
Zammit, Maria
Maria
Zammit
School of Psychology and Clinical Language Sciences, University of Reading
2
A01
Graham Schafer
Schafer, Graham
Graham
Schafer
School of Psychology and Clinical Language Sciences, University of Reading
01
Child-directed communication may be systematically modified either because (1) it scaffolds language learning (the ‘Facilitative Strategy Hypothesis’) or (2) as a consequence of the semantic simplicity of interactions with children (the ‘Interactional Artefact Hypothesis’). To compare these hypotheses, we compared maternal gestural production in dialogue with adults and children. We also examined the sensitivity of gestural production to children’s concurrent linguistic level. Twenty-nine mothers and their 16–24-month-olds were video-recorded during a free play session, and during picture and word description tasks. In interaction with children, maternal gestural repertoires were limited, typically comprising concrete deictic and representational gestures; abstract emphatic gestures were rare. Maternal gesture and children’s current vocabulary were positively correlated. Thus, maternal gestural modification appears to scaffold word learning, supporting the Facilitative Strategy Hypothesis.
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13
01
Chapter 11. The organization of children’s pointing stroke endpoints
1
A01
Mats Andrén
Andrén, Mats
Mats
Andrén
Centre for Cognitive Semiotics, Lund University
01
The timing of index finger pointing gestures of three Swedish children (recorded longitudinally between 18 and 28 months) was analyzed. 63% of the pointing strokes ended in direct association with the child’s own spoken utterance. This is in line with standard descriptions of gesture timing. However, 35% of the pointing strokes were sustained for a longer time – until a response was received from an interlocutor. It is shown here that parents give significantly more elaborated responses when children’s pointing strokes are sustained and that the children work actively to achieve this result. The timing of such pointing gestures is thus a matter of interactive coordination between child and interlocutor. Finally, these findings are used as the basis for a discussion of different types of descriptions of gesture timing in the literature and how these may relate to each other.
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01
Chapter 12. Is there an iconic gesture spurt at 26 months?
1
A01
Şeyda Özçalışkan
Özçalışkan, Şeyda
Şeyda
Özçalışkan
Georgia State University
2
A01
Susan Goldin-Meadow
Goldin-Meadow, Susan
Susan
Goldin-Meadow
University of Chicago
01
Previous research has shown that children understand the iconicity of a gesture at 26 months. Here we ask when children begin to display an appreciation of iconicity in the gestures they produce. We observed spontaneous gesture in 40 children interacting with their parents from 14 to 34 months of age, and found that children increased their production of iconic gestures over time. At 26 months, they not only produced significantly more iconic gestures (tokens) than at any previous time point, but they also conveyed significantly more different meanings with those iconic gestures (types). We found similar increases in the iconic gestures that the children’s parents produced, suggesting that parents either were sensitive to changes in their children’s iconic gestures or perhaps were responsible for those changes. Overall, the results suggest that the 26-month age period is a turning point for children’s grasp of the iconicity of a symbol.
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Chapter 13. The development of spatial perspective in the description of large-scale environments
1
A01
Kazuki Sekine
Sekine, Kazuki
Kazuki
Sekine
Japan Society for the Promotion of Science/National Institute of Informatics
01
This research investigated developmental changes in children’s representations of large-scale environments as reflected in spontaneous gestures and speech produced during route descriptions Four-, five-, and six-year-olds (<i>N</i> = 122) described the route from their nursery school to their own homes. Analysis of the children’s gestures showed that some 5- and 6-year-olds produced gestures that represented survey mapping, and they were categorized as a <i>survey group</i>. Children who did not produce such gestures were categorized as a <i>route group</i>. A comparison of the two groups revealed no significant differences in speech indices, with the exception that the survey group showed significantly fewer right/left terms. As for gesture, the survey group produced more gestures than the route group. These results imply that an initial form of survey-map representation is acquired beginning at late preschool age.
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Chapter 14. Learning to use gesture in narratives
Developmental trends in formal and semantic gesture competence
1
A01
Olga Capirci
Capirci, Olga
Olga
Capirci
ISTC- CNR, Rome- Italy
2
A01
Carla Cristilli
Cristilli, Carla
Carla
Cristilli
Università degli Studi di Napoli “L’Orientale”
3
A01
V. De Angelis
Angelis, V. De
V.
De
Angelis
ISTC- CNR, Rome- Italy
4
A01
Maria Graziano
Graziano, Maria
Maria
Graziano
SESA-Università degli Studi c“Suor Orsola Benincasa”
01
This study analyses the way in which children develop their competence in the formal and semantic aspects of gesture. The analysis is focused upon the use of representational gestures in a narrative context. A group of 30 Italian children from 4 to 10 years was videotaped while telling a video cartoon to an adult. Gestures were coded according to the parameters used in Sign Languages analysis and analysed in terms of the acquisition of their properties, the accuracy of their execution and correctness in content representation.It was investigated also the development of the symbolic competence in relation both to the use of some of these parameters and to the representational strategies adopted.Results indicate a developmental trend in all the phenomena investigated and point out some formal similarities between gesture and Sign Languages.
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17
01
Chapter 15. The changing role of gesture form and function in a picture book interaction between a child with autism and his support teacher
1
A01
Hannah Sowden
Sowden, Hannah
Hannah
Sowden
Newcastle University
2
A01
Michael R. Perkins
Perkins, Michael R.
Michael R.
Perkins
Sheffield University
3
A01
Judy Clegg
Clegg, Judy
Judy
Clegg
Sheffield University
01
Autism is a developmental disorder which impacts on the social, communicative and cognitive abilities of the child. The development of both language and gesture is delayed. Previous research indicates that deictic gestures predominate over representative gestures in this population. This paper presents a case study, Nathan, aged 2:6 years interacting with his support teacher, Joanne. The five minute interaction comprises three distinct phases. In the first phase Joanne engages Nathan’s attention by means of deictic gestures, the second phase shows an increase in iconic gesture, and in the final phase Nathan actively contributes to the interaction both verbally and gesturally. We conclude that Nathan is skilled at understanding and using deictic gestures, at imitating representative gestures and can collaboratively engage in interactions. This study indicates that children with autism may combine communicative modalities with more complexity than previously thought.
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Part III. Second language effects on gesture
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Chapter 16. A cross-linguistic study of verbal and gestural descriptions in French and Japanese monolingual and bilingual children
1
A01
Meghan Zvaigzne
Zvaigzne, Meghan
Meghan
Zvaigzne
McGill University
2
A01
Yuriko Oshima-Takane
Oshima-Takane, Yuriko
Yuriko
Oshima-Takane
McGill University
3
A01
Fred Genesee
Genesee, Fred
Fred
Genesee
McGill University
4
A01
Makiko Hirakawa
Hirakawa, Makiko
Makiko
Hirakawa
Bunkyo University
01
This study investigated whether the presence of mimetics (sound-symbolic words) in language influences children’s verbal and gestural descriptions by comparing monolingual and bilingual speakers of Japanese and French. Mimetics are present in Japanese, but not French (Kita, 2008). 4 to 6-year-old children described motion and object characteristics to an experimenter during a referential communication task. Verbal descriptions were coded as precise or imprecise and produced with or without mimetics and/or iconic gestures. Mimetics and gestures were used frequently in Japanese, particularly for motion descriptions. Bilinguals patterned like monolinguals, except when speaking Japanese they used more imprecise descriptions and fewer mimetics. This shows that presence of mimetics in language and frequent exposure to them promotes their use in conjunction with gestures.
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Chapter 17. Gesture and language shift on the Uruguayan-Brazilian border
1
A01
Kendra Newbury
Newbury, Kendra
Kendra
Newbury
Western Washington University and United States Air Force Academy
01
The linguistic phenomenon in which a prestige language variety supplants a traditional one, language shift, as well as the related phenomenon of superstratum and substratum interference, leading to mixture, have been widely studied in linguistics. Scholars, however, have not applied these linguistic theories to non-verbal communication, such as gesture. In applying these concepts to the hegemonic displacement in northern Uruguay of the traditional Portuguese variety by the national language, Spanish, this article demonstrates that gestural convention is interconnected with the linguistic outcome of language contact among these border bilinguals. Focusing on gestures that are traditionally associated with each language, the results confirm expected generalizations about gesture shift as a parallel phenomenon, while they reveal conclusions about how gesture differs from language, including the absence of gesture-switching and the phenomenon of latency, or rather, the delay in the adoption of culturally-defined paralinguistic forms when a speech community undergoes language shift.
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Part IV. Gesture in the classroom and in problem-solving
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Chapter 18. <i>Seeing</i> the graph vs. <i>being</i> the graph
Gesture, engagement and awareness in school mathematics
1
A01
Susan Gerofsky
Gerofsky, Susan
Susan
Gerofsky
University of British Columbia
01
This study is situated within a body of new work in mathematics education that involves studies of gesture, kinesthetic learning and embodied metaphor and mathematical understandings (for example, Lakoff & Núñez, 2000; Nemirovsky & Borba, 2003; Goldin-Meadow, Kim & Singer, 1999). This chapter reports findings from the first two years of the author’s multi-year study exploring variations of secondary students’ gestures when asked to describe mathematical graphs. Three diagnostic categories emerged from this data with regard to learners’ degree of imaginative engagement and ability to notice mathematically salient features when encountering graphs.
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Chapter 19. How gesture use enables intersubjectivity in the classroom
1
A01
Mitchell J. Nathan
Nathan, Mitchell J.
Mitchell J.
Nathan
University of Wisconsin-Madison
2
A01
Martha W. Alibali
Alibali, Martha W.
Martha W.
Alibali
University of Wisconsin-Madison
01
In communication it is essential for speaker and listener to establish intersubjectivity, or “common ground.” This is especially true in instructional settings where learning depends on successful communication. One way teachers enable intersubjectivity is through the use of gestures. We consider two circumstances in which gestures establish intersubjectivity: (a) making conversational repair, and (b) explicitly relating the novel (target) representation to a familiar (source) representation. We also identify two main ways gesture is used in establishing intersubjectivity. <i>Linking gestures</i> are sets of attention-guiding gestures (often deictic gestures) that delineate correspondences between familiar and new representations. <i>Catchments</i> use recurrent hand shapes or movements to convey similarity and highlight conceptual connections across seemingly different entities.
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Chapter 20. Microgenesis of gestures during mental rotation tasks recapitulates ontogenesis
1
A01
Mingyuan Chu
Chu, Mingyuan
Mingyuan
Chu
University of Birmingham
2
A01
Sotaro Kita
Kita, Sotaro
Sotaro
Kita
University of Birmingham
01
People spontaneously produce gestures when they solve problems or explain their solutions to a problem. In this chapter, we will review and discuss evidence on the role of representational gestures in problem solving. The focus will be on our recent experiments (Chu & Kita, 2008), in which we used Shepard-Metzler type of mental rotation tasks to investigate how spontaneous gestures revealed the development of problem solving strategy over the course of the experiment and what role gesture played in the development process. We found that when solving novel problems regarding the physical world, adults go through similar symbolic distancing (Werner & Kaplan, 1963) and internalization (Piaget, 1968) processes as those that occur during young children’s cognitive development and gesture facilitates such processes.
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Part V. Gesture aspects of discourse and interaction
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Chapter 21. Gesture and discourse
How we use our hands to introduce versus refer back
1
A01
Stephani Foraker
Foraker, Stephani
Stephani
Foraker
SUNY College at Buffalo
01
Do speakers use different gestures when first introducing a referent compared to when referring back to the referent? Four adults narrated a story involving two men and several objects. We coded the speech and gestures produced, focusing on the gestures that accompanied nouns or pronouns used to introduce or refer back to referents. The main finding was that gestures with predominantly redundant information (same identity as the spoken referent) occurred more often when introducing a referent in speech, but that gestures with predominantly additional information (different entity than spoken referent, predicate of a referent) occurred more often when referring back in speech. These findings underscore the idea that speakers’ gestures can reflect the difference between new and given information in discourse.
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Chapter 22. Speakers’ use of ‘action’ and ‘entity’ gestures with definite and indefinite references
1
A01
Katie Wilkin
Wilkin, Katie
Katie
Wilkin
University of Manchester, U.K.
2
A01
Judith Holler
Holler, Judith
Judith
Holler
Max Planck Institute for Psycholinguistics, The Netherlands
01
Common ground is an essential prerequisite for coordination in social interaction, including language use. When referring back to a referent in discourse, this referent is ‘given information’ and therefore in the interactants’ common ground. When a referent is being referred to for the first time, a speaker introduces ‘new information’. The analyses reported here are on gestures that accompany such references when they include definite and indefinite grammatical determiners. The main finding from these analyses is that referents referred to by definite and indefinite articles were equally often accompanied by gesture, but speakers tended to accompany definite references with gestures focusing on action information and indefinite references with gestures focusing on entity information. The findings suggest that speakers use speech and gesture <i>together</i> to design utterances appropriate for speakers with whom they share common ground.
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Chapter 23. “Voices” and bodies
Investigating <i>nonverbal parameters of the participation framework</i>
1
A01
Claire Maury-Rouan
Maury-Rouan, Claire
Claire
Maury-Rouan
LPL, CNRS – Université de Provence, France
01
According to interactional and dialogic linguistics, utterances may be seen as complex constructions in which alternate “voices”, more or less identifiable in reported speech, or less transparent as in polyphony may be heard. As vocal changes had been established in reported speech, it was hypothesized that shifts in facial expressions, gesture or posture paralleling shifts of footing might also be found. The analysis of videotaped data showed that two distinct formats: reported speech and polyphony in perspective shifts co-occurred with relevant nonverbal cues. Based on the degree of variation of accompanying vocal and visual parameters, three relevant types (‘underplayed’, ‘animated’ and ‘lively’) were found in <i>reported speech. Perspective shifts</i> were found to start with a pause, a shift in the speaker’s posture (head tilt) and pitch range variation. Two distinct cases of perspective shifts were found, whether the speaker became (–gaze) or remained (+gaze), possibly indicating quite different mental forms of perspective shifts.
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Chapter 24. Gestures in overlap
The situated establishment of speakership
1
A01
Lorenza Mondada
Mondada, Lorenza
Lorenza
Mondada
ICAR Research Lab (CNRS, Univ. Lyon2, ENS Lyon)
2
A01
Florence Oloff
Oloff, Florence
Florence
Oloff
ICAR Research Lab (CNRS, Univ. Lyon2, ENS Lyon)
01
This paper aims at contributing to the analysis of overlaps in turns-at-talk from both a sequential and a multimodal perspective. Overlaps have been studied within Conversation Analysis by focusing mainly on verbal and vocal resources; taking into account multimodal resources such as gesture, bodily posture, and gaze contributes to a better understanding of participants’ orientations to the sequential organization of overlapping talk and their management of speakership.First, we introduce the way in which overlaps have been studied in Conversation Analysis, mainly by Jefferson (1973, 1983, 2004) and Schegloff (2000); then we propose possible implications of their multimodal analysis. In order to demonstrate that speakers systematically orient to the overlap onset and resolution we analyze the multimodal conduct of overlapped speakers. Findings show methodical variations in trajectories of overlap resolution: speakers’ gestures in overlap display themselves as maintaining or withdrawing their turn, thereby exhibiting the speakership achieved and negotiated during overlap.
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Part VI. Gestural analysis of music and dance
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Chapter 25. Music and leadership
The choir conductor’s multimodal communication
1
A01
Isabella Poggi
Poggi, Isabella
Isabella
Poggi
01
This chapter views the choir conductor as the leader of a cooperative group, whose role is not simply to provide technical instruction, but also to motivate singers, provide feedback, express the pleasure of music. It assumes that every choir conductor pursues a specific plan of action and that his/her multimodal behaviour is aimed at fulfilling the goals in that plan. It proposes an annotation scheme for analyzing a conductor’s head, eyebrow, eye, mouth, trunk and hand actions in terms of their physical parameters, their literal and indirect meanings, and their goals within the conductor’s plan. The scheme allows for the outlining of the body styles of different conductors, distinguishing them in terms of the goals fulfilled in their conduction.
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Chapter 26. Handjabber
Exploring metaphoric gesture and non-verbal communication via an interactive art installation
1
A01
Ellen Campana
Campana, Ellen
Ellen
Campana
2
A01
Jessica Mumford
Mumford, Jessica
Jessica
Mumford
3
A01
Cristóbal Martínez
Martínez, Cristóbal
Cristóbal
Martínez
4
A01
Stjepan Rajko
Rajko, Stjepan
Stjepan
Rajko
5
A01
Todd Ingalls
Ingalls, Todd
Todd
Ingalls
6
A01
Lisa Tolentino
Tolentino, Lisa
Lisa
Tolentino
7
A01
Harvey Thornburg
Thornburg, Harvey
Harvey
Thornburg
01
We describe an immersive art installation, <i>Handjabber</i>, which is inspired by research in gesture and nonverbal communication. It explores how people use their bodies to communicate and collaborate, specifically via metaphoric gesture, interpersonal space, and orientation. In the piece, participants’ individual and collective actions give rise to immediate changes in their perceptual environment. These changes are designed to highlight communicative aspects of experience that often go unnoticed in everyday life, allowing both participants and observers to gain a deeper understanding of how they naturally use their bodies to communicate. We describe artistic motivations, theoretical inspirations and technical details. We also discuss how people have experienced the piece.
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Miscellaneous
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Name index
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Subject index
02
JBENJAMINS
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