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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 02 01 GS 02 1874-6829 Gesture Studies 7 <TitleType>01</TitleType> <TitleText textformat="02">Why Gesture?</TitleText> <Subtitle textformat="02">How the hands function in speaking, thinking and communicating</Subtitle> 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 03 01 https://benjamins.com/covers/475_tif/9789027228499.tif 06 09 01 https://benjamins.com/covers/1200_front/gs.7.hb.png 07 09 01 https://benjamins.com/covers/125/gs.7.png 25 09 01 https://benjamins.com/covers/1200_back/gs.7.hb.png 27 09 01 https://benjamins.com/covers/3d_web/gs.7.hb.png 10 01 JB code gs.7.int Section header 1 <TitleType>01</TitleType> <TitleText textformat="02">Introduction</TitleText> 10 01 JB code gs.7.01kel 3 10 8 Chapter 2 <TitleType>01</TitleType> <TitleText textformat="02">Chapter&#160;1. Understanding gesture</TitleText> <Subtitle textformat="02">Description, mechanism and function</Subtitle> 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&#8217;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 <TitleType>01</TitleType> <TitleText textformat="02">Section&#160;1. The function of gesture production for language</TitleText> 10 01 JB code gs.7.02ali 15 37 23 Chapter 4 <TitleType>01</TitleType> <TitleText textformat="02">Chapter&#160;2. Representational gestures help speakers package information for speaking</TitleText> 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&#8217; 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> 10 01 JB code gs.7.03ozy 39 58 20 Chapter 5 <TitleType>01</TitleType> <TitleText textformat="02">Chapter 3. Function and processing of gesture in the context of language</TitleText> 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&#8217;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&#8217;s function for &#8220;thinking only&#8221; in adults and during development. </abstract> 10 01 JB code gs.7.04der 59 75 17 Chapter 6 <TitleType>01</TitleType> <TitleText textformat="02">Chapter 4. The asymmetric redundancy of gesture and speech</TitleText> 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> 10 01 JB code gs.7.05mcn 77 101 25 Chapter 7 <TitleType>01</TitleType> <TitleText textformat="02">Chapter&#160;5. Gesture-speech unity</TitleText> <Subtitle textformat="02">What it is, where it came from</Subtitle> 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&#160;&#8211; 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&#8217;s Loop, is proposed that meets the test. Mead&#8217;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 &#8220;equiprimordial.&#8221; </abstract> 10 01 JB code gs.7.06lop 103 125 23 Chapter 8 <TitleType>01</TitleType> <TitleText textformat="02">Chapter&#160;5 Supplement. Exchange on gesture-speech unity</TitleText> <Subtitle textformat="02">What it is, where it came from</Subtitle> 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&#8217;s paper <i>Gesture&#160;&#8211; Speech Unity&#160;&#8211; 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&#8217;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> 10 01 JB code gs.7.s2 Section header 9 <TitleType>01</TitleType> <TitleText textformat="02">Section&#160;2. The function of gesture for cognition and social interaction</TitleText> 10 01 JB code gs.7.07coo 129 153 25 Chapter 10 <TitleType>01</TitleType> <TitleText textformat="02">Chapter&#160;6. The function of gesture in learning and memory</TitleText> 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> 10 01 JB code gs.7.08hos 155 174 20 Chapter 11 <TitleType>01</TitleType> <TitleText textformat="02">Chapter&#160;7. Gestures highlight perceptual-motor representations in thinking</TitleText> 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 &#38; Alibali, 2008). We then consider how gesture&#8217;s connection to perceptual-motor representations may play a functional role in strengthening those representations in the minds of speakers. </abstract> 10 01 JB code gs.7.09nat 175 196 22 Chapter 12 <TitleType>01</TitleType> <TitleText textformat="02">Chapter&#160;8. One function of gesture is to make new ideas</TitleText> <Subtitle textformat="02">The action-cognition transduction hypothesis</Subtitle> 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> 10 01 JB code gs.7.10bea 197 212 16 Chapter 13 <TitleType>01</TitleType> <TitleText textformat="02">Chapter&#160;9. Gesture in socio-moral reasoning</TitleText> 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&#160;&#8211; 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> 10 01 JB code gs.7.11hol 213 240 28 Chapter 14 <TitleType>01</TitleType> <TitleText textformat="02">Chapter&#160;10. Multi-modal communication of common ground</TitleText> <Subtitle textformat="02">A review of social functions</Subtitle> 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&#8217;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> 10 01 JB code gs.7.p2 Section header 15 <TitleType>01</TitleType> <TitleText textformat="02">Part 2. The function of gesture comprehension</TitleText> 10 01 JB code gs.7.12kel 243 265 23 Chapter 16 <TitleType>01</TitleType> <TitleText textformat="02">Chapter&#160;11. Exploring the boundaries of gesture-speech integration during language comprehension</TitleText> 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> 10 01 JB code gs.7.13kop 267 284 18 Chapter 17 <TitleType>01</TitleType> <TitleText textformat="02">Chapter&#160;12. Computational gesture research</TitleText> <Subtitle textformat="02">Studying the functions of gesture in human-agent interaction</Subtitle> 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> 10 01 JB code gs.7.14nat 285 316 32 Chapter 18 <TitleType>01</TitleType> <TitleText textformat="02">Chapter&#160;13. Making and breaking common ground</TitleText> <Subtitle textformat="02">How teachers use gesture to foster learning in the classroom</Subtitle> 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&#8217; 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> 10 01 JB code gs.7.15sin 317 329 13 Chapter 19 <TitleType>01</TitleType> <TitleText textformat="02">Chapter&#160;14. The function of gesture in mathematical and scientific discourse in the classroom</TitleText> 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> 10 01 JB code gs.7.16leb 331 351 21 Chapter 20 <TitleType>01</TitleType> <TitleText textformat="02">Chapter&#160;15. Gesture&#8217;s role in learning interactions</TitleText> <Subtitle textformat="02">A focus on clinical populations</Subtitle> 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&#8217;s gestures can influence the input that adults provide to children and this input, particularly gesture, can then support children&#8217;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> 10 01 JB code gs.7.17sta 353 377 25 Chapter 21 <TitleType>01</TitleType> <TitleText textformat="02">Chapter&#160;16. The sound of silence</TitleText> <Subtitle textformat="02">The functions of gestures in pauses in native and non-native interaction</Subtitle> 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 gs.7.p3 Section header 22 <TitleType>01</TitleType> <TitleText textformat="02">Part 3. Why gesture?</TitleText> <Subtitle textformat="02">Some theoretical implications</Subtitle> 10 01 JB code gs.7.18nov 381 396 16 Chapter 23 <TitleType>01</TitleType> <TitleText textformat="02">Chapter&#160;17. Understanding gesture as representational action</TitleText> <Subtitle textformat="02">A functional account of how action and gesture differ with respect to thinking and learning</Subtitle> 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&#8217;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 01 JB code gs.7.19chu 397 412 16 Chapter 24 <TitleType>01</TitleType> <TitleText textformat="02">Chapter&#160;18. So how does gesture function in speaking, communication, and thinking?</TitleText> 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&#8217;s collected works that encapsulate, in the Aristotelian sense, gesture&#8217;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&#160;&#8211; a process that underlies how we share ideas and create community. </abstract> 10 01 JB code gs.7.aut 413 420 8 Miscellaneous 25 <TitleType>01</TitleType> <TitleText textformat="02">Author index</TitleText> 10 01 JB code gs.7.sub 421 433 13 Miscellaneous 26 <TitleType>01</TitleType> <TitleText textformat="02">Subject index</TitleText> 02 JBENJAMINS John Benjamins Publishing Company 01 John Benjamins Publishing Company Amsterdam/Philadelphia NL 04 20170426 2017 John Benjamins B.V. 02 WORLD 13 15 9789027228499 01 JB 3 John Benjamins e-Platform 03 jbe-platform.com 09 WORLD 21 01 00 95.00 EUR R 01 00 80.00 GBP Z 01 gen 00 143.00 USD S 114017374 03 01 01 JB John Benjamins Publishing Company 01 JB code GS 7 Hb 15 9789027228499 13 2017001388 BB 01 GS 02 1874-6829 Gesture Studies 7 <TitleType>01</TitleType> <TitleText textformat="02">Why Gesture?</TitleText> <Subtitle textformat="02">How the hands function in speaking, thinking and communicating</Subtitle> 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 03 01 https://benjamins.com/covers/475_tif/9789027228499.tif 06 09 01 https://benjamins.com/covers/1200_front/gs.7.hb.png 07 09 01 https://benjamins.com/covers/125/gs.7.png 25 09 01 https://benjamins.com/covers/1200_back/gs.7.hb.png 27 09 01 https://benjamins.com/covers/3d_web/gs.7.hb.png 10 01 JB code gs.7.int Section header 1 <TitleType>01</TitleType> <TitleText textformat="02">Introduction</TitleText> 10 01 JB code gs.7.01kel 3 10 8 Chapter 2 <TitleType>01</TitleType> <TitleText textformat="02">Chapter&#160;1. Understanding gesture</TitleText> <Subtitle textformat="02">Description, mechanism and function</Subtitle> 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&#8217;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 <TitleType>01</TitleType> <TitleText textformat="02">Section&#160;1. The function of gesture production for language</TitleText> 10 01 JB code gs.7.02ali 15 37 23 Chapter 4 <TitleType>01</TitleType> <TitleText textformat="02">Chapter&#160;2. Representational gestures help speakers package information for speaking</TitleText> 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&#8217; 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> 10 01 JB code gs.7.03ozy 39 58 20 Chapter 5 <TitleType>01</TitleType> <TitleText textformat="02">Chapter 3. Function and processing of gesture in the context of language</TitleText> 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&#8217;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&#8217;s function for &#8220;thinking only&#8221; in adults and during development. </abstract> 10 01 JB code gs.7.04der 59 75 17 Chapter 6 <TitleType>01</TitleType> <TitleText textformat="02">Chapter 4. The asymmetric redundancy of gesture and speech</TitleText> 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> 10 01 JB code gs.7.05mcn 77 101 25 Chapter 7 <TitleType>01</TitleType> <TitleText textformat="02">Chapter&#160;5. Gesture-speech unity</TitleText> <Subtitle textformat="02">What it is, where it came from</Subtitle> 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&#160;&#8211; 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&#8217;s Loop, is proposed that meets the test. Mead&#8217;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 &#8220;equiprimordial.&#8221; </abstract> 10 01 JB code gs.7.06lop 103 125 23 Chapter 8 <TitleType>01</TitleType> <TitleText textformat="02">Chapter&#160;5 Supplement. Exchange on gesture-speech unity</TitleText> <Subtitle textformat="02">What it is, where it came from</Subtitle> 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&#8217;s paper <i>Gesture&#160;&#8211; Speech Unity&#160;&#8211; 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&#8217;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> 10 01 JB code gs.7.s2 Section header 9 <TitleType>01</TitleType> <TitleText textformat="02">Section&#160;2. The function of gesture for cognition and social interaction</TitleText> 10 01 JB code gs.7.07coo 129 153 25 Chapter 10 <TitleType>01</TitleType> <TitleText textformat="02">Chapter&#160;6. The function of gesture in learning and memory</TitleText> 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> 10 01 JB code gs.7.08hos 155 174 20 Chapter 11 <TitleType>01</TitleType> <TitleText textformat="02">Chapter&#160;7. Gestures highlight perceptual-motor representations in thinking</TitleText> 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 &#38; Alibali, 2008). We then consider how gesture&#8217;s connection to perceptual-motor representations may play a functional role in strengthening those representations in the minds of speakers. </abstract> 10 01 JB code gs.7.09nat 175 196 22 Chapter 12 <TitleType>01</TitleType> <TitleText textformat="02">Chapter&#160;8. One function of gesture is to make new ideas</TitleText> <Subtitle textformat="02">The action-cognition transduction hypothesis</Subtitle> 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> 10 01 JB code gs.7.10bea 197 212 16 Chapter 13 <TitleType>01</TitleType> <TitleText textformat="02">Chapter&#160;9. Gesture in socio-moral reasoning</TitleText> 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&#160;&#8211; 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> 10 01 JB code gs.7.11hol 213 240 28 Chapter 14 <TitleType>01</TitleType> <TitleText textformat="02">Chapter&#160;10. Multi-modal communication of common ground</TitleText> <Subtitle textformat="02">A review of social functions</Subtitle> 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&#8217;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> 10 01 JB code gs.7.p2 Section header 15 <TitleType>01</TitleType> <TitleText textformat="02">Part 2. The function of gesture comprehension</TitleText> 10 01 JB code gs.7.12kel 243 265 23 Chapter 16 <TitleType>01</TitleType> <TitleText textformat="02">Chapter&#160;11. Exploring the boundaries of gesture-speech integration during language comprehension</TitleText> 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> 10 01 JB code gs.7.13kop 267 284 18 Chapter 17 <TitleType>01</TitleType> <TitleText textformat="02">Chapter&#160;12. Computational gesture research</TitleText> <Subtitle textformat="02">Studying the functions of gesture in human-agent interaction</Subtitle> 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> 10 01 JB code gs.7.14nat 285 316 32 Chapter 18 <TitleType>01</TitleType> <TitleText textformat="02">Chapter&#160;13. Making and breaking common ground</TitleText> <Subtitle textformat="02">How teachers use gesture to foster learning in the classroom</Subtitle> 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&#8217; 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> 10 01 JB code gs.7.15sin 317 329 13 Chapter 19 <TitleType>01</TitleType> <TitleText textformat="02">Chapter&#160;14. The function of gesture in mathematical and scientific discourse in the classroom</TitleText> 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> 10 01 JB code gs.7.16leb 331 351 21 Chapter 20 <TitleType>01</TitleType> <TitleText textformat="02">Chapter&#160;15. Gesture&#8217;s role in learning interactions</TitleText> <Subtitle textformat="02">A focus on clinical populations</Subtitle> 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&#8217;s gestures can influence the input that adults provide to children and this input, particularly gesture, can then support children&#8217;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> 10 01 JB code gs.7.17sta 353 377 25 Chapter 21 <TitleType>01</TitleType> <TitleText textformat="02">Chapter&#160;16. The sound of silence</TitleText> <Subtitle textformat="02">The functions of gestures in pauses in native and non-native interaction</Subtitle> 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 gs.7.p3 Section header 22 <TitleType>01</TitleType> <TitleText textformat="02">Part 3. Why gesture?</TitleText> <Subtitle textformat="02">Some theoretical implications</Subtitle> 10 01 JB code gs.7.18nov 381 396 16 Chapter 23 <TitleType>01</TitleType> <TitleText textformat="02">Chapter&#160;17. Understanding gesture as representational action</TitleText> <Subtitle textformat="02">A functional account of how action and gesture differ with respect to thinking and learning</Subtitle> 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&#8217;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 01 JB code gs.7.19chu 397 412 16 Chapter 24 <TitleType>01</TitleType> <TitleText textformat="02">Chapter&#160;18. So how does gesture function in speaking, communication, and thinking?</TitleText> 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&#8217;s collected works that encapsulate, in the Aristotelian sense, gesture&#8217;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&#160;&#8211; a process that underlies how we share ideas and create community. </abstract> 10 01 JB code gs.7.aut 413 420 8 Miscellaneous 25 <TitleType>01</TitleType> <TitleText textformat="02">Author index</TitleText> 10 01 JB code gs.7.sub 421 433 13 Miscellaneous 26 <TitleType>01</TitleType> <TitleText textformat="02">Subject index</TitleText> 02 JBENJAMINS John Benjamins Publishing Company 01 John Benjamins Publishing Company Amsterdam/Philadelphia NL 04 20170426 2017 John Benjamins B.V. 02 WORLD 08 935 gr 01 JB 1 John Benjamins Publishing Company +31 20 6304747 +31 20 6739773 bookorder@benjamins.nl 01 https://benjamins.com 01 WORLD US CA MX 21 10 16 01 02 JB 1 00 95.00 EUR R 02 02 JB 1 00 100.70 EUR R 01 JB 10 bebc +44 1202 712 934 +44 1202 712 913 sales@bebc.co.uk 03 GB 21 16 02 02 JB 1 00 80.00 GBP Z 01 JB 2 John Benjamins North America +1 800 562-5666 +1 703 661-1501 benjamins@presswarehouse.com 01 https://benjamins.com 01 US CA MX 21 16 01 gen 02 JB 1 00 143.00 USD