Gestural interaction between the instructor and the learner in <i>origami</i> instruction

Furuyama, Nobuhiro

doi:10.1017/cbo9780511620850.007

Cited by 37 publications

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“…For example, some studies have shown that speakers adapt their gestural representations depending on the spatial location of their addressee [14,15]. In addition, a range of experimental studies have manipulated the visibility between speakers and addressees and found, on the whole, that speakers gesture less when they know their addressee is unable to see their gestures [16][17][18]; that gestures locating referents in space become less spatially defined and differentiated [19]; and that speech and gesture encode more redundant information than when the gestures are visible to an addressee [17].…”

Section: Introductionmentioning

confidence: 99%

Raising the Ante of Communication: Evidence for Enhanced Gesture Use in High Stakes Situations

2011

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Abstract:Theorists of language have argued that co-speech hand gestures are an intentional part of social communication. The present study provides evidence for these claims by showing that speakers adjust their gesture use according to their perceived relevance to the audience. Participants were asked to read about items that were and were not useful in a wilderness survival scenario, under the pretense that they would then explain (on camera) what they learned to one of two different audiences. For one audience (a group of college students in a dormitory orientation activity), the stakes of successful communication were low; for the other audience (a group of students preparing for a rugged camping trip in the mountains), the stakes were high. In their explanations to the camera, participants in the high stakes condition produced three times as many representational gestures, and spent three times as much time gesturing, than participants in the low stakes condition. This study extends previous research by showing that the anticipated consequences of one's communication-namely, the degree to which information may be useful to an intended recipient-influences speakers' use of gesture.

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Section: Introductionmentioning

confidence: 99%

Raising the Ante of Communication: Evidence for Enhanced Gesture Use in High Stakes Situations

2011

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“…This "sharing" of gesture features might mean that the conversants are sharing the same image associated the with the gesture, as pointed to by Kimbara [157]. Furyama [81] showed that learner can appropriate gestures of the tutor in a highly spatial task. Goldin-Meadow and Singer [100] found that children were more likely to repeat the strategies when these strategies appear in the teachers' gestures as well as in speech.…”

Section: Gesture Social Interaction Teaching and Learningmentioning

confidence: 96%

“…In the first, we will use McNeill and Quek's concepts of Growth point [190] pp [81][82] and Hyperphrase [217] to understand how the system effects gesture and speech synchrony and how it impacts the creation of learning opportunities for the SBVI. This first analysis is detailed on page 119.…”

Section: Discourse and Situated Analysismentioning

confidence: 99%

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Enabling the blind to see gestures

Quek

Oliveira

2013

ACM Trans. Comput.-Hum. Interact.

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(ABSTRACT)Mathematics instruction and discourse typically involve two modes of communication: speech and graphical presentation. For the communication to remain situated, dynamic synchrony must be maintained between the speech and dynamic focus in the graphics. Sighted students use vision for two purposes: access to graphical material and awareness of embodied behavior. This embodiment awareness keeps communication situated with visual material and speech. Our goal is to assist students who are blind or visually impaired (SBVI) in the access to such instruction/communication. We employ the typical approach of sensory replacement for the missing visual sense. Haptic fingertip reading can replace visual material. We want to make the SBVI aware of the deictic gestures performed by the teacher over the graphic in conjunction with speech. We employ a haptic glove interface to facilitate this embodiment awareness. In this research, we address issues from the conception through the design, implementation, evaluation to the effective and successful use of our Haptic Deictic System (HDS) in inclusive classrooms. GRANT INFORMATION

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“…En consonancia con este planteo, en diversos trabajos se ha señalado que las instrucciones orales acompañadas de gestos promueven mejor el aprendizaje que las mismas instrucciones transmitidas sin gestos (Gaythwaite, 2005;Singer y GoldinMeadow, 2005;Migdalek y Rosemberg, 2012 Son menos numerosas las investigaciones que analizaron el papel de los gestos durante clases de Ciencias en la escuela primaria y secundaria (Crowder y Newman, 1993;Lemke, 1998;Newman y Crowder, 1991;Roth, 2000Roth, , 2002Roth y Welzel, 2001;Roth y Lawless, 2002;Menti y Alam, 2014) y en el nivel terciario y universitario (Lemke, 1999;Furuyama, 2000;Babad, Avni-Babad y Rosenthal, 2004;Edwards, 2009;Kelly, Özyürek y Maris, 2010).…”

Section: Introductionunclassified

El rol de los gestos en la construcción de significados en el aula

Menti

Rosemberg

2017

Íkala

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eL roL de Los gestos en La construcción de significados en eL auLaThe role of gestures in the construction of meaning in the classroom Le rôle des gestes dans la construction de significations dans la salle de classe ResumenEl presente trabajo analiza la función que cumplen los gestos realizados por docentes y alumnos durante el tratamiento de vocabulario específico, no familiar o poco frecuente en clases de Ciencias Sociales de la escuela primaria. Se adoptó una metodología mixta que combina de modo secuencial una fase cualitativa y otra cuantitativa. Los resultados del análisis cualitativo pusieron de manifiesto que tanto las maestras como los niños emiten gestos con el propósito de ampliar o reforzar la información que expresan verbalmente, cubrir el vacío lingüístico, manifestar comprensión compartida y enfatizar aspectos de sus intervenciones. El análisis cuantitativo mostró que los interlocutores -docentes y alumnosprivilegian el empleo de gestos destinados a ampliar o reforzar la información que proporcionan verbalmente por sobre los demás tipos de gestos.Palabras clave: interacción comunicativa en el aula, gestos en el aula de clase, construcción de significados, enseñanza-aprendizaje de ciencias, escuela primaria, comunicación y pedagogía AbstractThis work analyzes the role of gestures produced by teachers and students during the treatment of specific, non-familiar or infrequent vocabulary in the classroom of social science at primary school. A mixed methodology that sequentially combines a qualitative and a quantitative phase was adopted. The results of the qualitative analysis showed that both teachers and children make gestures with the purpose of broadening or reinforcing the information that they transmit verbally, covering the linguistic gap, showing shared comprehension and emphasizing aspects of their interventions. The quantitative analysis showed that the interlocutors -teachers and students-favor the use of gestures meant to broaden or reinforce the information they provide orally over other types of gestures.

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Gestural interaction between the instructor and the learner in origami instruction

Cited by 37 publications

References 0 publications

Raising the Ante of Communication: Evidence for Enhanced Gesture Use in High Stakes Situations

Raising the Ante of Communication: Evidence for Enhanced Gesture Use in High Stakes Situations

Enabling the blind to see gestures

El rol de los gestos en la construcción de significados en el aula

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