219-7677
10
7500817
John Benjamins Publishing Company
Marketing Department / Karin Plijnaar, Pieter Lamers
onix@benjamins.nl
201701131200
ONIX title feed
eng
01
EUR
452017375
03
01
01
JB
John Benjamins Publishing Company
01
JB code
GS 7 Eb
15
9789027265777
06
10.1075/gs.7
13
2017016293
DG
002
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GS
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1874-6829
Gesture Studies
7
01
Why Gesture?
How the hands function in speaking, thinking and communicating
01
gs.7
01
https://benjamins.com
02
https://benjamins.com/catalog/gs.7
1
B01
Ruth Breckinridge Church
Church, Ruth Breckinridge
Ruth Breckinridge
Church
Northeastern Illinois University
2
B01
Martha W. Alibali
Alibali, Martha W.
Martha W.
Alibali
University of Wisconsin - Madison
3
B01
Spencer D. Kelly
Kelly, Spencer D.
Spencer D.
Kelly
Colgate University
01
eng
441
vii
433
LAN004000
v.2006
CFB
2
24
JB Subject Scheme
COMM.CGEN
Communication Studies
24
JB Subject Scheme
LIN.COGN
Cognition and language
24
JB Subject Scheme
LIN.DISC
Discourse studies
24
JB Subject Scheme
LIN.GEST
Gesture Studies
24
JB Subject Scheme
LIN.PRAG
Pragmatics
06
01
Co-speech gestures are ubiquitous: when people speak, they almost always produce gestures. Gestures reflect content in the mind of the speaker, often<i> under the radar</i> and frequently using rich mental images that complement speech. What are gestures doing? Why do we use them? This book is the first to systematically explore the functions of gesture in speaking, thinking, and communicating – focusing on the variety of purposes served for the gesturer as well as for the viewer of gestures. Chapters in this edited volume present a range of diverse perspectives (including neural, cognitive, social, developmental and educational), consider gestural behavior in multiple contexts (conversation, narration, persuasion, intervention, and instruction), and utilize an array of methodological approaches (including both naturalistic and experimental). The book demonstrates that gesture influences how humans develop ideas, express and share those ideas to create community, and engineer innovative solutions to problems.
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Section header
1
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Introduction
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10
8
Chapter
2
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Chapter 1. Understanding gesture
Description, mechanism and function
1
A01
Spencer D. Kelly
Kelly, Spencer D.
Spencer D.
Kelly
2
A01
Ruth Breckinridge Church
Church, Ruth Breckinridge
Ruth Breckinridge
Church
3
A01
Martha W. Alibali
Alibali, Martha W.
Martha W.
Alibali
01
<abstract>
<atl>Abstract</atl>
Gestures offer additional information that is not captured in speech. This essential finding is a bouncing off point for the chapters in this book, which attempt to explain what purpose gesture serves when we speak, think and communicate. Aristotle’s framework is used to describe how the research on gesture can be classified into efficient causes (what factors drive gesture) and final causes (what purpose does gesture <i>potentially</i> serve). The chapters of the book are laid out by research that examines how gesture functions in language and thinking for the producer (Part 1) and the observer (Part 2) with a final section that discusses some theoretical implications (Part 3).
</abstract>
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Section header
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Section 1. The function of gesture production for language
10
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37
23
Chapter
4
01
Chapter 2. Representational gestures help speakers package information for speaking
1
A01
Martha W. Alibali
Alibali, Martha W.
Martha W.
Alibali
2
A01
Amelia Yeo
Yeo, Amelia
Amelia
Yeo
3
A01
Autumn Hostetter
Hostetter, Autumn
Autumn
Hostetter
4
A01
Sotaro Kita
Kita, Sotaro
Sotaro
Kita
01
<abstract>
<atl>Abstract</atl>
The Information Packaging Hypothesis (IPH; Kita, 2000) holds that gesture helps speakers package information into units appropriate for verbalization. When information packaging is more difficult, speakers produce more gestures. Further, manipulations of gesture can affect information packaging. The IPH can also account for gestures that are not redundant with speech; such gestures manifest speakers’ exploration of possibilities for verbalization, and they may indicate unsuccessful or incomplete packaging of perceptual or motoric information in speech. Qualitative analyses of the microgenesis of utterances illustrate how gesture plays a role in conceptualization and packaging of information. The IPH is supported by a large body of evidence and it aligns with contemporary theoretical accounts of the cognitive processes that give rise to gestures.
</abstract>
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39
58
20
Chapter
5
01
Chapter 3. Function and processing of gesture in the context of language
1
A01
Aslı Özyürek
Özyürek, Aslı
Aslı
Özyürek
Radboud University Nijmegen/
Max Planck Institute for Psycholinguistics
01
<abstract>
<atl>Abstract</atl>
Most research focuses function of gesture independent of its link to the speech it accompanies and the coexpressive functions it has together with speech. This chapter instead approaches gesture in relation to its communicative function in relation to speech, and demonstrates how it is shaped by the linguistic encoding of a speaker’s message. Drawing on crosslinguistic research with adults and children as well as bilinguals on iconic/pointing gesture production it shows that the specific language speakers use modulates the rate and the shape of the iconic gesture production of the same events. The findings challenge the claims aiming to understand gesture’s function for “thinking only” in adults and during development.
</abstract>
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75
17
Chapter
6
01
Chapter 4. The asymmetric redundancy of gesture and speech
1
A01
J.P. de Ruiter
Ruiter, J.P. de
J.P.
de
Ruiter
Tufts University
01
<abstract>
<atl>Abstract</atl>
A number of studies from the last decades have demonstrated that iconic gestures are shaped not only by our mental imagery but also, quite strongly, by structural properties of the accompanying speech. These findings are problematic for the central assumption in the Sketch Model (De Ruiter, 2000) about the function of representational gesture. I suggest a seemingly small but fundamental modification to the processing assumptions in the Sketch Model that not only accommodates the discussed empirical findings, but also explains many other well-known gesture phenomena. The new model also generates new and testable predictions regarding the relationship between gesture and speech.
</abstract>
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101
25
Chapter
7
01
Chapter 5. Gesture-speech unity
What it is, where it came from
1
A01
David McNeill
McNeill, David
David
McNeill
University of Chicago
01
<abstract>
<atl>Abstract</atl>
Minimal packages of language embodiment have been called <i>growth points</i> (GPs). In a GP gesture and speech are inherent and equal parts. Out of a GP comes speech orchestrated around a gesture. Can theories of language origin explain this dynamic process? A popular theory, gesture-first, cannot; in fact, it fails twice – predicting what did not evolve (that gesture was marginalized when speech emerged), and not predicting what did evolve (that there is gesture-speech unity). A new theory, called Mead’s Loop, is proposed that meets the test. Mead’s Loop agrees that gesture was indispensable to the origin of language but holds that gesture was not first, that any gesture-first could not have led to language, and that to reach it gesture and speech had to be “equiprimordial.”
</abstract>
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JB code
gs.7.06lop
103
125
23
Chapter
8
01
Chapter 5 Supplement. Exchange on gesture-speech unity
What it is, where it came from
1
A01
Renia Lopez-Ozieblo
Lopez-Ozieblo, Renia
Renia
Lopez-Ozieblo
Hong Kong Polytechnic University
2
A01
David McNeill
McNeill, David
David
McNeill
University of Chicago
01
<abstract>
<atl>Abstract</atl>
The following is the edited version of an exchange that took place in 2013 between Renia Lopez-Ozieblo and David McNeill on McNeill’s paper <i>Gesture – Speech Unity – What it is, where it comes from</i>(in this volume) and his 2012 book <i>How Language Began: Gesture and Speech in Human Evolution</i>. The exchange began as a series of questions on the synchronicity of gesture and speech in the Growth Point (GP). This led to some basic questions on the GP itself and Mead’s Loop. The GP is created through the translation of our experiences (embodiment) as a combination of gesture and speech that allow us to capture, describe and transmit those experiences as thoughts.
</abstract>
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JB code
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Section header
9
01
Section 2. The function of gesture for cognition and social interaction
10
01
JB code
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129
153
25
Chapter
10
01
Chapter 6. The function of gesture in learning and memory
1
A01
Susan Wagner Cook
Wagner Cook, Susan
Susan
Wagner Cook
Department of Psychological and Brain Sciences, University of Iowa/
DeLTA Center, University of Iowa
2
A01
Kimberly M. Fenn
Fenn, Kimberly M.
Kimberly M.
Fenn
Department of Psychology, Michigan State University
01
<abstract>
<atl>Abstract</atl>
Hand gestures facilitate memory processes, both for newly learned material and for material that is already understood. Gestures facilitate working memory in the moment in which they are produced, and they facilitate recall over time. Information encoded with gesture appears particularly likely to be consolidated in memory, and is particularly likely to transfer to novel contexts. Thus, gesture not only improves initial encoding of material, but also improves the quality of the memory representation that is retained. This chapter focuses on the function of gesture with respect to memory, and discusses potential mechanisms by which gesture may promote memory and consolidation, including managing cognitive load, externalizing information, providing multiple, diverse and embodied representations; and engaging reactivation during sleep.
</abstract>
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JB code
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174
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Chapter
11
01
Chapter 7. Gestures highlight perceptual-motor representations in thinking
1
A01
Autumn Hostetter
Hostetter, Autumn
Autumn
Hostetter
2
A01
Rebecca Boncoddo
Boncoddo, Rebecca
Rebecca
Boncoddo
01
<abstract>
<atl>Abstract</atl>
Gestures are adept at expressing perceptual and motor information. In this chapter, we propose that, as representational actions, gestures both stem from and influence perceptual representations, in much the same way that action and perception more generally exist in an inextricable relationship. We review evidence that gestures emerge from perceptual-motor representations that are activated during thinking and speaking (Hostetter & Alibali, 2008). We then consider how gesture’s connection to perceptual-motor representations may play a functional role in strengthening those representations in the minds of speakers.
</abstract>
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JB code
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175
196
22
Chapter
12
01
Chapter 8. One function of gesture is to make new ideas
The action-cognition transduction hypothesis
1
A01
Mitchell J. Nathan
Nathan, Mitchell J.
Mitchell J.
Nathan
University of Wisconsin
01
<abstract>
<atl>Abstract</atl>
I propose that gestures and actions create ideas through <i>action-cognition transduction</i>, whereby actions predictably induce cognitive states in a fashion reciprocal to ways that cognition drives action. The action-cognition transduction hypothesis challenges classical mentalist notions by placing cognition and action on equal footing for influencing the reciprocal system. Gestures are distinguished from non-communicative actions in their relationship to the physical task environment and to concurrent speech and thought. Through transduction, actions influence nonverbal processes such as insight, emotional state, and procedural knowledge; while gestures appear to influence both nonverbal and verbal processes, including articulation of latent ideas and inference making. Thus, one important function of gesture is that it supports generative thought processes, helping people to make new ideas.
</abstract>
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Chapter
13
01
Chapter 9. Gesture in socio-moral reasoning
1
A01
Leanne Beaudoin-Ryan
Beaudoin-Ryan, Leanne
Leanne
Beaudoin-Ryan
Erikson Institute
01
<abstract>
<atl>Abstract</atl>
The purpose of this chapter will be to expand our understanding of the effects that gestures have on learning by exploring their impact on the acquisition of non-spatial concepts. This is crucial to our understanding of how exactly gestures help learners – a premise at the very heart of this book. It could be the case that gesture simply aids in the learning of spatial information. In and of itself, this is a remarkable contribution. Alternatively, it could be that gesture actually conveys a general cognitive benefit by aiding in the learning of both spatial <i>and</i> non-spatial information, making gesture a potent tool for understanding the world around us. Using extant literature in conjunction with experimental findings, I will make a case for the latter.
</abstract>
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213
240
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Chapter
14
01
Chapter 10. Multi-modal communication of common ground
A review of social functions
1
A01
Judith Holler
Holler, Judith
Judith
Holler
2
A01
Janet Bavelas
Bavelas, Janet
Janet
Bavelas
01
<abstract>
<atl>Abstract</atl>
Until recently, the literature on common ground depicted its influence as a purely verbal phenomenon. We review current research on how common ground influences gesture. With informative exceptions, most experiments found that speakers used fewer gestures as well as fewer words in common ground contexts; i.e., the gesture/word ratio did not change. Common ground often led to more poorly articulated gestures, which parallels its effect on words. These findings support the principle of recipient design as well as more specific social functions such as grounding, the given-new contract, and Grice’s maxims. However, conceptual pacts or linking old with new information may maintain the original form. All together, these findings implicate gesture-speech ensembles rather than isolated effects on gestures alone.
</abstract>
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Section header
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Part 2. The function of gesture comprehension
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JB code
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243
265
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Chapter
16
01
Chapter 11. Exploring the boundaries of gesture-speech integration during language comprehension
1
A01
Spencer D. Kelly
Kelly, Spencer D.
Spencer D.
Kelly
Colgate University
01
<abstract>
<atl>Abstract</atl>
The present review explores the integrated relationship between gesture and speech during language comprehension. Taking a broad view, it presents a conceptual framework that approaches the comprehension of gesture and speech along three different dimensions: (1) components of language (semantics, pragmatics, phonetics and syntax), (2) levels of analysis (social, cognitive, and biological) and (3) timeframes of integration (online, moment-to-moment, developmental). The evidence suggests that some linguistic components (e.g., concrete semantic and pragmatic) are deeply connected to gestures, but others (e.g., abstract semantic, syntactic and phonetic) are less so. In this way, the hands help to delineate what aspects of language function as part of the body and what aspects operate independently of it.
</abstract>
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284
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Chapter
17
01
Chapter 12. Computational gesture research
Studying the functions of gesture in human-agent interaction
1
A01
Stefan Kopp
Kopp, Stefan
Stefan
Kopp
Bielefeld University
01
<abstract>
<atl>Abstract</atl>
Embodied artificial agents, like humanoid robots or virtual characters, can produce a variety of co-speech gestures in interactive settings. This enables a computational branch of gesture research that offers opportunities for (1) investigating production and comprehension processes through computational cognitive modeling, and (2) studying systematically the effects and functions of gesturing in human-agent interaction. In this chapter we review current approaches to synthesize gestures, and we discuss in detail findings from experiments on the effects of gestures produced by virtual characters or robots. Current evidence suggests that synthetic gesturing has considerable effects on how an artificial agent is perceived and attributed with human-like properties. In contrast, so far, there is little evidence showing that contemporary synthetic gesturing helps human addressees to better understand or retain the information communicated by an agent. We discuss what these findings imply for the potential functions that gesture may serve in improving human-agent interaction, and more generally for our understanding of gesture through computational modeling efforts.
</abstract>
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316
32
Chapter
18
01
Chapter 13. Making and breaking common ground
How teachers use gesture to foster learning in the classroom
1
A01
Mitchell J. Nathan
Nathan, Mitchell J.
Mitchell J.
Nathan
2
A01
Martha W. Alibali
Alibali, Martha W.
Martha W.
Alibali
3
A01
Ruth Breckinridge Church
Church, Ruth Breckinridge
Ruth Breckinridge
Church
01
<abstract>
<atl>Abstract</atl>
Teachers regularly use gesture as part of multimodal instruction to both <i>break</i> and <i>make</i> common ground. Teachers break common ground when they introduce new ideas and new mathematical practices. Teachers make common ground by connecting new ideas to students’ prior knowledge and to current disciplinary practices. Our findings show the importance of <i>linking gestures</i>, a highly regulated aspect of pedagogical communication, which is used to foster connection building, while reducing the cognitive demands for learners. A focus on the function of pedagogical gesture for managing common ground provides an account of classroom learning that resolves the Learning Paradox by examining the establishment, maintenance and disruption of common ground.
</abstract>
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329
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Chapter
19
01
Chapter 14. The function of gesture in mathematical and scientific discourse in the classroom
1
A01
Melissa Singer
Singer, Melissa
Melissa
Singer
Bridgewater State University
01
<abstract>
<atl>Abstract</atl>
In science and math domains that are highly abstract and complex gestures produced by both teachers and students play an important role in constructing meaning for students. Gesture facilitates the communication of newly forming, abstract ideas and in turn, enables students and teachers to engage in a discourse that will eventually lead the student to a higher level of mathematical and scientific knowledge. I will address two main functions of gesture in mathematical and scientific discourse: (1) Through imagery, gesture makes abstract concepts and phenomena concrete and perceptible, (2) Through teacher-student and peer-peer interactions in the classroom, gesture is used in the co-construction of shared representations. Future directions and implications will also be discussed.
</abstract>
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351
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20
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Chapter 15. Gesture’s role in learning interactions
A focus on clinical populations
1
A01
Eve S. LeBarton
LeBarton, Eve S.
Eve S.
LeBarton
Kennedy Krieger Institute
2
A01
Jana Iverson
Iverson, Jana
Jana
Iverson
University of Pittsburgh
01
<abstract>
<atl>Abstract</atl>
Gesture difficulties in childhood may be found for some clinical populations with communication and language difficulties, while gesture may be used to compensate for difficulties in other children. Thus, the potential for gesture to supplement interaction and learning opportunities may be both limited and harnessed to support learning. Bidirectional relations during interactions between child and adult provide a mechanism through which gesture may be harnessed to support learning in clinical populations. For instance, the information conveyed in children’s gestures can influence the input that adults provide to children and this input, particularly gesture, can then support children’s learning during these interactions. Through both formal (e.g., interventions) and informal interactions, gesture provides opportunities to support rich interactions and learning in clinical populations.
</abstract>
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353
377
25
Chapter
21
01
Chapter 16. The sound of silence
The functions of gestures in pauses in native and non-native interaction
1
A01
Gale Stam
Stam, Gale
Gale
Stam
National Louis University
2
A01
Marion Tellier
Tellier, Marion
Marion
Tellier
Aix Marseille Univ, CNRS, LPL
10
01
JB code
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Section header
22
01
Part 3. Why gesture?
Some theoretical implications
10
01
JB code
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381
396
16
Chapter
23
01
Chapter 17. Understanding gesture as representational action
A functional account of how action and gesture differ with respect to thinking and learning
1
A01
Miriam A. Novack
Novack, Miriam A.
Miriam A.
Novack
Northwestern University
2
A01
Susan Goldin-Meadow
Goldin-Meadow, Susan
Susan
Goldin-Meadow
University of Chicago
01
<abstract>
<atl>Abstract</atl>
A great deal of attention has recently been paid to gesture and its effects on thinking and learning. This chapter sets forth a theoretical framework for exploring why gesture serves the functions that it does. The framework distinguishes gestures, which are representational actions, from instrumental actions, which interact directly with objects and cause physical changes to the world. The theory proposes that gesture’s status as representational action is what best explains its functions with respect to thinking and learning. Most notably, because gestures are abstracted representations and are not actions tied to particular events and objects, they can play a powerful role in thinking and learning beyond the particular, specifically, in supporting generalization and transfer of knowledge.
</abstract>
10
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397
412
16
Chapter
24
01
Chapter 18. So how does gesture function in speaking, communication, and thinking?
1
A01
Ruth Breckinridge Church
Church, Ruth Breckinridge
Ruth Breckinridge
Church
Northeastern Illinois University
2
A01
Susan Goldin-Meadow
Goldin-Meadow, Susan
Susan
Goldin-Meadow
University of Chicago
01
<abstract>
<atl>Abstract</atl>
This concluding chapter reflects on the book’s collected works that encapsulate, in the Aristotelian sense, gesture’s <i>efficient</i> causes (i.e., mechanisms that stimulate gesture) and its <i>final</i> causes (i.e., purposes that gesture serves). We conclude that gesture is multifunctional, operating on all levels of analysis (biological, psychological, and social levels), in all time frames (moment-to-moment, ontogenetic, and evolutionary time) and under many different discourse requirements. One over-arching theme emerges. Gesture functions simultaneously for both its producers and its observers, and thus provides a dual function that shapes thinking and language in the producer, which, in turn, shapes thinking and language in the observer – a process that underlies how we share ideas and create community.
</abstract>
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8
Miscellaneous
25
01
Author index
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433
13
Miscellaneous
26
01
Subject index
02
JBENJAMINS
John Benjamins Publishing Company
01
John Benjamins Publishing Company
Amsterdam/Philadelphia
NL
04
20170426
2017
John Benjamins B.V.
02
WORLD
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9789027228499
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JB
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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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JB code
GS 7 Hb
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9789027228499
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2017001388
BB
01
GS
02
1874-6829
Gesture Studies
7
01
Why Gesture?
How the hands function in speaking, thinking and communicating
01
gs.7
01
https://benjamins.com
02
https://benjamins.com/catalog/gs.7
1
B01
Ruth Breckinridge Church
Church, Ruth Breckinridge
Ruth Breckinridge
Church
Northeastern Illinois University
2
B01
Martha W. Alibali
Alibali, Martha W.
Martha W.
Alibali
University of Wisconsin - Madison
3
B01
Spencer D. Kelly
Kelly, Spencer D.
Spencer D.
Kelly
Colgate University
01
eng
441
vii
433
LAN004000
v.2006
CFB
2
24
JB Subject Scheme
COMM.CGEN
Communication Studies
24
JB Subject Scheme
LIN.COGN
Cognition and language
24
JB Subject Scheme
LIN.DISC
Discourse studies
24
JB Subject Scheme
LIN.GEST
Gesture Studies
24
JB Subject Scheme
LIN.PRAG
Pragmatics
06
01
Co-speech gestures are ubiquitous: when people speak, they almost always produce gestures. Gestures reflect content in the mind of the speaker, often<i> under the radar</i> and frequently using rich mental images that complement speech. What are gestures doing? Why do we use them? This book is the first to systematically explore the functions of gesture in speaking, thinking, and communicating – focusing on the variety of purposes served for the gesturer as well as for the viewer of gestures. Chapters in this edited volume present a range of diverse perspectives (including neural, cognitive, social, developmental and educational), consider gestural behavior in multiple contexts (conversation, narration, persuasion, intervention, and instruction), and utilize an array of methodological approaches (including both naturalistic and experimental). The book demonstrates that gesture influences how humans develop ideas, express and share those ideas to create community, and engineer innovative solutions to problems.
04
09
01
https://benjamins.com/covers/475/gs.7.png
04
03
01
https://benjamins.com/covers/475_jpg/9789027228499.jpg
04
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https://benjamins.com/covers/475_tif/9789027228499.tif
06
09
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https://benjamins.com/covers/1200_front/gs.7.hb.png
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09
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https://benjamins.com/covers/125/gs.7.png
25
09
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09
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10
01
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gs.7.int
Section header
1
01
Introduction
10
01
JB code
gs.7.01kel
3
10
8
Chapter
2
01
Chapter 1. Understanding gesture
Description, mechanism and function
1
A01
Spencer D. Kelly
Kelly, Spencer D.
Spencer D.
Kelly
2
A01
Ruth Breckinridge Church
Church, Ruth Breckinridge
Ruth Breckinridge
Church
3
A01
Martha W. Alibali
Alibali, Martha W.
Martha W.
Alibali
01
<abstract>
<atl>Abstract</atl>
Gestures offer additional information that is not captured in speech. This essential finding is a bouncing off point for the chapters in this book, which attempt to explain what purpose gesture serves when we speak, think and communicate. Aristotle’s framework is used to describe how the research on gesture can be classified into efficient causes (what factors drive gesture) and final causes (what purpose does gesture <i>potentially</i> serve). The chapters of the book are laid out by research that examines how gesture functions in language and thinking for the producer (Part 1) and the observer (Part 2) with a final section that discusses some theoretical implications (Part 3).
</abstract>
10
01
JB code
gs.7.s1
Section header
3
01
Section 1. The function of gesture production for language
10
01
JB code
gs.7.02ali
15
37
23
Chapter
4
01
Chapter 2. Representational gestures help speakers package information for speaking
1
A01
Martha W. Alibali
Alibali, Martha W.
Martha W.
Alibali
2
A01
Amelia Yeo
Yeo, Amelia
Amelia
Yeo
3
A01
Autumn Hostetter
Hostetter, Autumn
Autumn
Hostetter
4
A01
Sotaro Kita
Kita, Sotaro
Sotaro
Kita
01
<abstract>
<atl>Abstract</atl>
The Information Packaging Hypothesis (IPH; Kita, 2000) holds that gesture helps speakers package information into units appropriate for verbalization. When information packaging is more difficult, speakers produce more gestures. Further, manipulations of gesture can affect information packaging. The IPH can also account for gestures that are not redundant with speech; such gestures manifest speakers’ exploration of possibilities for verbalization, and they may indicate unsuccessful or incomplete packaging of perceptual or motoric information in speech. Qualitative analyses of the microgenesis of utterances illustrate how gesture plays a role in conceptualization and packaging of information. The IPH is supported by a large body of evidence and it aligns with contemporary theoretical accounts of the cognitive processes that give rise to gestures.
</abstract>
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Chapter 3. Function and processing of gesture in the context of language
1
A01
Aslı Özyürek
Özyürek, Aslı
Aslı
Özyürek
Radboud University Nijmegen/
Max Planck Institute for Psycholinguistics
01
<abstract>
<atl>Abstract</atl>
Most research focuses function of gesture independent of its link to the speech it accompanies and the coexpressive functions it has together with speech. This chapter instead approaches gesture in relation to its communicative function in relation to speech, and demonstrates how it is shaped by the linguistic encoding of a speaker’s message. Drawing on crosslinguistic research with adults and children as well as bilinguals on iconic/pointing gesture production it shows that the specific language speakers use modulates the rate and the shape of the iconic gesture production of the same events. The findings challenge the claims aiming to understand gesture’s function for “thinking only” in adults and during development.
</abstract>
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Chapter
6
01
Chapter 4. The asymmetric redundancy of gesture and speech
1
A01
J.P. de Ruiter
Ruiter, J.P. de
J.P.
de
Ruiter
Tufts University
01
<abstract>
<atl>Abstract</atl>
A number of studies from the last decades have demonstrated that iconic gestures are shaped not only by our mental imagery but also, quite strongly, by structural properties of the accompanying speech. These findings are problematic for the central assumption in the Sketch Model (De Ruiter, 2000) about the function of representational gesture. I suggest a seemingly small but fundamental modification to the processing assumptions in the Sketch Model that not only accommodates the discussed empirical findings, but also explains many other well-known gesture phenomena. The new model also generates new and testable predictions regarding the relationship between gesture and speech.
</abstract>
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Chapter
7
01
Chapter 5. Gesture-speech unity
What it is, where it came from
1
A01
David McNeill
McNeill, David
David
McNeill
University of Chicago
01
<abstract>
<atl>Abstract</atl>
Minimal packages of language embodiment have been called <i>growth points</i> (GPs). In a GP gesture and speech are inherent and equal parts. Out of a GP comes speech orchestrated around a gesture. Can theories of language origin explain this dynamic process? A popular theory, gesture-first, cannot; in fact, it fails twice – predicting what did not evolve (that gesture was marginalized when speech emerged), and not predicting what did evolve (that there is gesture-speech unity). A new theory, called Mead’s Loop, is proposed that meets the test. Mead’s Loop agrees that gesture was indispensable to the origin of language but holds that gesture was not first, that any gesture-first could not have led to language, and that to reach it gesture and speech had to be “equiprimordial.”
</abstract>
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Chapter
8
01
Chapter 5 Supplement. Exchange on gesture-speech unity
What it is, where it came from
1
A01
Renia Lopez-Ozieblo
Lopez-Ozieblo, Renia
Renia
Lopez-Ozieblo
Hong Kong Polytechnic University
2
A01
David McNeill
McNeill, David
David
McNeill
University of Chicago
01
<abstract>
<atl>Abstract</atl>
The following is the edited version of an exchange that took place in 2013 between Renia Lopez-Ozieblo and David McNeill on McNeill’s paper <i>Gesture – Speech Unity – What it is, where it comes from</i>(in this volume) and his 2012 book <i>How Language Began: Gesture and Speech in Human Evolution</i>. The exchange began as a series of questions on the synchronicity of gesture and speech in the Growth Point (GP). This led to some basic questions on the GP itself and Mead’s Loop. The GP is created through the translation of our experiences (embodiment) as a combination of gesture and speech that allow us to capture, describe and transmit those experiences as thoughts.
</abstract>
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Section 2. The function of gesture for cognition and social interaction
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Chapter
10
01
Chapter 6. The function of gesture in learning and memory
1
A01
Susan Wagner Cook
Wagner Cook, Susan
Susan
Wagner Cook
Department of Psychological and Brain Sciences, University of Iowa/
DeLTA Center, University of Iowa
2
A01
Kimberly M. Fenn
Fenn, Kimberly M.
Kimberly M.
Fenn
Department of Psychology, Michigan State University
01
<abstract>
<atl>Abstract</atl>
Hand gestures facilitate memory processes, both for newly learned material and for material that is already understood. Gestures facilitate working memory in the moment in which they are produced, and they facilitate recall over time. Information encoded with gesture appears particularly likely to be consolidated in memory, and is particularly likely to transfer to novel contexts. Thus, gesture not only improves initial encoding of material, but also improves the quality of the memory representation that is retained. This chapter focuses on the function of gesture with respect to memory, and discusses potential mechanisms by which gesture may promote memory and consolidation, including managing cognitive load, externalizing information, providing multiple, diverse and embodied representations; and engaging reactivation during sleep.
</abstract>
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Chapter
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01
Chapter 7. Gestures highlight perceptual-motor representations in thinking
1
A01
Autumn Hostetter
Hostetter, Autumn
Autumn
Hostetter
2
A01
Rebecca Boncoddo
Boncoddo, Rebecca
Rebecca
Boncoddo
01
<abstract>
<atl>Abstract</atl>
Gestures are adept at expressing perceptual and motor information. In this chapter, we propose that, as representational actions, gestures both stem from and influence perceptual representations, in much the same way that action and perception more generally exist in an inextricable relationship. We review evidence that gestures emerge from perceptual-motor representations that are activated during thinking and speaking (Hostetter & Alibali, 2008). We then consider how gesture’s connection to perceptual-motor representations may play a functional role in strengthening those representations in the minds of speakers.
</abstract>
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12
01
Chapter 8. One function of gesture is to make new ideas
The action-cognition transduction hypothesis
1
A01
Mitchell J. Nathan
Nathan, Mitchell J.
Mitchell J.
Nathan
University of Wisconsin
01
<abstract>
<atl>Abstract</atl>
I propose that gestures and actions create ideas through <i>action-cognition transduction</i>, whereby actions predictably induce cognitive states in a fashion reciprocal to ways that cognition drives action. The action-cognition transduction hypothesis challenges classical mentalist notions by placing cognition and action on equal footing for influencing the reciprocal system. Gestures are distinguished from non-communicative actions in their relationship to the physical task environment and to concurrent speech and thought. Through transduction, actions influence nonverbal processes such as insight, emotional state, and procedural knowledge; while gestures appear to influence both nonverbal and verbal processes, including articulation of latent ideas and inference making. Thus, one important function of gesture is that it supports generative thought processes, helping people to make new ideas.
</abstract>
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13
01
Chapter 9. Gesture in socio-moral reasoning
1
A01
Leanne Beaudoin-Ryan
Beaudoin-Ryan, Leanne
Leanne
Beaudoin-Ryan
Erikson Institute
01
<abstract>
<atl>Abstract</atl>
The purpose of this chapter will be to expand our understanding of the effects that gestures have on learning by exploring their impact on the acquisition of non-spatial concepts. This is crucial to our understanding of how exactly gestures help learners – a premise at the very heart of this book. It could be the case that gesture simply aids in the learning of spatial information. In and of itself, this is a remarkable contribution. Alternatively, it could be that gesture actually conveys a general cognitive benefit by aiding in the learning of both spatial <i>and</i> non-spatial information, making gesture a potent tool for understanding the world around us. Using extant literature in conjunction with experimental findings, I will make a case for the latter.
</abstract>
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Chapter
14
01
Chapter 10. Multi-modal communication of common ground
A review of social functions
1
A01
Judith Holler
Holler, Judith
Judith
Holler
2
A01
Janet Bavelas
Bavelas, Janet
Janet
Bavelas
01
<abstract>
<atl>Abstract</atl>
Until recently, the literature on common ground depicted its influence as a purely verbal phenomenon. We review current research on how common ground influences gesture. With informative exceptions, most experiments found that speakers used fewer gestures as well as fewer words in common ground contexts; i.e., the gesture/word ratio did not change. Common ground often led to more poorly articulated gestures, which parallels its effect on words. These findings support the principle of recipient design as well as more specific social functions such as grounding, the given-new contract, and Grice’s maxims. However, conceptual pacts or linking old with new information may maintain the original form. All together, these findings implicate gesture-speech ensembles rather than isolated effects on gestures alone.
</abstract>
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Part 2. The function of gesture comprehension
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01
Chapter 11. Exploring the boundaries of gesture-speech integration during language comprehension
1
A01
Spencer D. Kelly
Kelly, Spencer D.
Spencer D.
Kelly
Colgate University
01
<abstract>
<atl>Abstract</atl>
The present review explores the integrated relationship between gesture and speech during language comprehension. Taking a broad view, it presents a conceptual framework that approaches the comprehension of gesture and speech along three different dimensions: (1) components of language (semantics, pragmatics, phonetics and syntax), (2) levels of analysis (social, cognitive, and biological) and (3) timeframes of integration (online, moment-to-moment, developmental). The evidence suggests that some linguistic components (e.g., concrete semantic and pragmatic) are deeply connected to gestures, but others (e.g., abstract semantic, syntactic and phonetic) are less so. In this way, the hands help to delineate what aspects of language function as part of the body and what aspects operate independently of it.
</abstract>
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Chapter
17
01
Chapter 12. Computational gesture research
Studying the functions of gesture in human-agent interaction
1
A01
Stefan Kopp
Kopp, Stefan
Stefan
Kopp
Bielefeld University
01
<abstract>
<atl>Abstract</atl>
Embodied artificial agents, like humanoid robots or virtual characters, can produce a variety of co-speech gestures in interactive settings. This enables a computational branch of gesture research that offers opportunities for (1) investigating production and comprehension processes through computational cognitive modeling, and (2) studying systematically the effects and functions of gesturing in human-agent interaction. In this chapter we review current approaches to synthesize gestures, and we discuss in detail findings from experiments on the effects of gestures produced by virtual characters or robots. Current evidence suggests that synthetic gesturing has considerable effects on how an artificial agent is perceived and attributed with human-like properties. In contrast, so far, there is little evidence showing that contemporary synthetic gesturing helps human addressees to better understand or retain the information communicated by an agent. We discuss what these findings imply for the potential functions that gesture may serve in improving human-agent interaction, and more generally for our understanding of gesture through computational modeling efforts.
</abstract>
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18
01
Chapter 13. Making and breaking common ground
How teachers use gesture to foster learning in the classroom
1
A01
Mitchell J. Nathan
Nathan, Mitchell J.
Mitchell J.
Nathan
2
A01
Martha W. Alibali
Alibali, Martha W.
Martha W.
Alibali
3
A01
Ruth Breckinridge Church
Church, Ruth Breckinridge
Ruth Breckinridge
Church
01
<abstract>
<atl>Abstract</atl>
Teachers regularly use gesture as part of multimodal instruction to both <i>break</i> and <i>make</i> common ground. Teachers break common ground when they introduce new ideas and new mathematical practices. Teachers make common ground by connecting new ideas to students’ prior knowledge and to current disciplinary practices. Our findings show the importance of <i>linking gestures</i>, a highly regulated aspect of pedagogical communication, which is used to foster connection building, while reducing the cognitive demands for learners. A focus on the function of pedagogical gesture for managing common ground provides an account of classroom learning that resolves the Learning Paradox by examining the establishment, maintenance and disruption of common ground.
</abstract>
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19
01
Chapter 14. The function of gesture in mathematical and scientific discourse in the classroom
1
A01
Melissa Singer
Singer, Melissa
Melissa
Singer
Bridgewater State University
01
<abstract>
<atl>Abstract</atl>
In science and math domains that are highly abstract and complex gestures produced by both teachers and students play an important role in constructing meaning for students. Gesture facilitates the communication of newly forming, abstract ideas and in turn, enables students and teachers to engage in a discourse that will eventually lead the student to a higher level of mathematical and scientific knowledge. I will address two main functions of gesture in mathematical and scientific discourse: (1) Through imagery, gesture makes abstract concepts and phenomena concrete and perceptible, (2) Through teacher-student and peer-peer interactions in the classroom, gesture is used in the co-construction of shared representations. Future directions and implications will also be discussed.
</abstract>
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20
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Chapter 15. Gesture’s role in learning interactions
A focus on clinical populations
1
A01
Eve S. LeBarton
LeBarton, Eve S.
Eve S.
LeBarton
Kennedy Krieger Institute
2
A01
Jana Iverson
Iverson, Jana
Jana
Iverson
University of Pittsburgh
01
<abstract>
<atl>Abstract</atl>
Gesture difficulties in childhood may be found for some clinical populations with communication and language difficulties, while gesture may be used to compensate for difficulties in other children. Thus, the potential for gesture to supplement interaction and learning opportunities may be both limited and harnessed to support learning. Bidirectional relations during interactions between child and adult provide a mechanism through which gesture may be harnessed to support learning in clinical populations. For instance, the information conveyed in children’s gestures can influence the input that adults provide to children and this input, particularly gesture, can then support children’s learning during these interactions. Through both formal (e.g., interventions) and informal interactions, gesture provides opportunities to support rich interactions and learning in clinical populations.
</abstract>
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21
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Chapter 16. The sound of silence
The functions of gestures in pauses in native and non-native interaction
1
A01
Gale Stam
Stam, Gale
Gale
Stam
National Louis University
2
A01
Marion Tellier
Tellier, Marion
Marion
Tellier
Aix Marseille Univ, CNRS, LPL
10
01
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Part 3. Why gesture?
Some theoretical implications
10
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01
Chapter 17. Understanding gesture as representational action
A functional account of how action and gesture differ with respect to thinking and learning
1
A01
Miriam A. Novack
Novack, Miriam A.
Miriam A.
Novack
Northwestern University
2
A01
Susan Goldin-Meadow
Goldin-Meadow, Susan
Susan
Goldin-Meadow
University of Chicago
01
<abstract>
<atl>Abstract</atl>
A great deal of attention has recently been paid to gesture and its effects on thinking and learning. This chapter sets forth a theoretical framework for exploring why gesture serves the functions that it does. The framework distinguishes gestures, which are representational actions, from instrumental actions, which interact directly with objects and cause physical changes to the world. The theory proposes that gesture’s status as representational action is what best explains its functions with respect to thinking and learning. Most notably, because gestures are abstracted representations and are not actions tied to particular events and objects, they can play a powerful role in thinking and learning beyond the particular, specifically, in supporting generalization and transfer of knowledge.
</abstract>
10
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01
Chapter 18. So how does gesture function in speaking, communication, and thinking?
1
A01
Ruth Breckinridge Church
Church, Ruth Breckinridge
Ruth Breckinridge
Church
Northeastern Illinois University
2
A01
Susan Goldin-Meadow
Goldin-Meadow, Susan
Susan
Goldin-Meadow
University of Chicago
01
<abstract>
<atl>Abstract</atl>
This concluding chapter reflects on the book’s collected works that encapsulate, in the Aristotelian sense, gesture’s <i>efficient</i> causes (i.e., mechanisms that stimulate gesture) and its <i>final</i> causes (i.e., purposes that gesture serves). We conclude that gesture is multifunctional, operating on all levels of analysis (biological, psychological, and social levels), in all time frames (moment-to-moment, ontogenetic, and evolutionary time) and under many different discourse requirements. One over-arching theme emerges. Gesture functions simultaneously for both its producers and its observers, and thus provides a dual function that shapes thinking and language in the producer, which, in turn, shapes thinking and language in the observer – a process that underlies how we share ideas and create community.
</abstract>
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Miscellaneous
25
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Author index
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433
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Miscellaneous
26
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Subject index
02
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