Nonverbal Communication: The Hand's Role in Talking and Thinking

Goldin‐Meadow, Susan

doi:10.1002/9780470147658.chpsy0208

Cited by 12 publications

(15 citation statements)

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“…In other words, the embodied cognition that results from gesture is metaphorically reflected in the resulting schema that provide internal representations (Lakoff & Johnson, 1980). The use of deistic, iconic and metaphoric gestures were found in all the studies of learning cited above, albeit to different degrees, whilst the existence of a link between the use of gestures and associated speech has been confirmed by Goldin-Meadow (2006), and the particular value of gestures in reasoning about mechanical systems has been established (Kastens, Agrawal, & Liben, 2008). It does seem that gestures in fact play a central role in all concept formation and change (Givry & Roth, 2006), perhaps because of the affective drives associated with those events.…”

Section: The Gestural Modementioning

confidence: 73%

The Contribution of Visualisation to Modelling-Based Teaching

Gilbert

Justi

2016

Models and Modeling in Science Education

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Both the creation of models and their communication to other people involve visualisations. These are, respectively, 'internal' (or mental) and 'external' (or public) representations, with the latter confusingly also being called visualisations. Perceptions by one of the five senses provide external representations. The modes of external representation of particular importance in science education are the: gestural, concrete, static visual (pictures, diagrams, graphs, mathematical and chemical equations), dynamic visual (drama, animation, simulation), oral and auditory. The skills and abilities that constitute meta-visual competence in the modes are reviewed in this chapter, for they enable the central element of modelling -the design and conduct of thought experiments -to take place. Consequently, the skills and abilities of both modelling and of visualisation are mutually developed and employed during MBT. The Growing Importance of VisualisationSince the dawn of 'the age of science', arguably about 1400 CE, evermore detailed phenomena in the world-as-experienced have been studied, producing increasingly complex and detailed models of their behaviour and constitution. In order to be accepted as contributing to scientific progress, these models then have to be communicated by their creators to other scientists for critical review and, given sufficient support, for general publication in scientific journals and use in other research. Creating, seeking approval for, and disseminating these models inevitably taxes the imaginations of scientists, tasks for which every help is no doubt much appreciated. With the somewhat parallel growth of systematic science education, in Europe and North America from about 1850, one problem that rapidly emerged was how to successfully promote an understanding of the ever-expanding range of established models in students. More recently, in order both to support the development of more scientists and to facilitate greater creativity, as well as providing insight for the general public into how models are devised and evaluated, a greater emphasis has been placed in science education on the skills of modelling. Visualisation plays a central and increasing role in all three of these activities: the creation of models, their evaluation by the scientific community, and their communication to students of science of all ages. 122A visualisation, also commonly called 'what is seen in the mind's eye', is a colloquial way of referring to the result of the formation of a 'mental image' or 'mental model'. Visualising, the formation of a visualisation, is a quasi-perceptual experience, in that it resembles perceptual experience, but is one which can occur in the absence of the external stimuli (Thomas, 2014). The steadily increasing social pressure to create and communicate visualisations has gone hand-in-hand with an expansion of the availability of support for doing so. Whilst early efforts were largely confined to sketches and line drawings, the advent of high-quality reprographics and ...

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Section: The Gestural Modementioning

confidence: 73%

The Contribution of Visualisation to Modelling-Based Teaching

Gilbert

Justi

2016

Models and Modeling in Science Education

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“…The relation between nonverbal and verbal modalities of communication is of special interest in research on language development (Acredolo & Goodwyn, 1988;Bates & Dick, 2002;Goldin-Meadow, 2006). Many studies have investigated whether or not nonverbal skills are early identifiers of later language and language delay (Crais, Watson, & Baranek, 2009;Rowe & Goldin-Meadow, 2009;Rowe, Ozcaliskan, & Goldin-Meadow, 2008;Thal, Tobias, & Morrison, 1991;Watt, Wetherby, & Shumway, 2006).…”

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confidence: 99%

Action Imitation at 1½ Years Is Better Than Pointing Gesture in Predicting Late Development of Language Production at 3 Years of Age

et al. 2012

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This study examined whether poor pointing gestures and imitative actions at 18 months of age uniquely predicted late language production at 36 months, beyond the role of poor language at 18 months of age. Data from the Norwegian Mother and Child Cohort Study were utilized. Maternal reports of the children’s nonverbal skills and language were gathered for 42,517 children aged 18 months and for 28,107 of the same children at 36 months. Panel analysis of latent variables revealed that imitative actions, language comprehension, and language production uniquely contributed to predicting late development of language production, while pointing gestures did not. It is suggested that the results can be explained by underlying symbolic representational skills at 18 months.

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“…The increased frequency of speech prompting gestures in liars supports the notion that liars can experience greater cognitive load than truth tellers (Vrij, 2008; Vrij et al ., 2008; Vrij et al , 2010; Vrij et al , 2011) and that more gestures are made when speech becomes difficult (Feyereisen, 1983; Goldin‐Meadow, 2006; McNeill, 1992). These gestures seemed to be used in order to help the speaker ‘find the right words’ so supporting the proposition that the use of gesture can aid lexical retrieval.…”

Section: Discussionmentioning

confidence: 99%

“…Emerging from this research, however, is the general consensus that gestures are in some way important to the speaker, the recipient, or both, either as a means of communication or to assist in the planning of speech and/or the retrieval of verbal information from lexical memory. As lying can be more cognitively demanding than truth telling (Vrij, 2008; Vrij, Granhag, Mann, & Leal, 2011; Vrij, Granhag, & Porter, 2010; Vrij et al , 2008) and gestures occur more frequently when speaking is difficult (Goldin‐Meadow, 2006; McNeill, 1992) cues to deception may ‘leak’ through the various uses of these specific movements as liars may use some gestures more frequently than truth tellers. Conversely, as liars typically try harder to control their behaviour (Buller & Burgoon, 1996; Vrij, 2008), there may be some gestures that are used less frequently by liars than truth tellers.…”

Section: Introductionmentioning

confidence: 99%

Um … they were wearing …: The effect of deception on specific hand gestures

Hillman

Vrij

Mann

2011

Legal Criminol Psychol

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Purpose. Non-verbal communication researchers have identified specific categories of hand gestures but deception researchers typically ignore these. This experiment refined and developed some of these categories and examined whether there is a difference in the frequency of speech prompting and rhythmic pulsing gestures between liars and truth tellers. Methods.Twenty truth tellers and 20 liars (all undergraduate students) described a person who entered a room where they were playing a game with a confederate. Truth tellers gave a truthful description of an event they had participated in. Liars had previously taken money from a wallet in the room but had not played a game with the confederate, or seen anybody enter the room, they just pretended they did during their interview.Results. Truth tellers made more rhythmic pulsing gestures than liars indicating this type of gesture may be connected with the prosodic flow of speech. Liars made significantly more speech prompting gestures than truth tellers, supporting the notion that greater cognitive load may be experienced during deceptive accounts. Conclusions. This study demonstrates the benefit of examining subcategories of gestures when investigating deceptive behaviour.This study examines whether liars and truth tellers differ in some specific types of speech-related hand gestures. Non-verbal communication researchers (Argentin, 1985;Efron, 1941;Ekman & Friesen, 1972;McNeill, 1992) have identified many subcategories of hand gestures and Bull (2009) points out that deception research would benefit from a more detailed examination of gesture in relation to speech content. Deception researchers typically ignore these subcategories. As we will argue in this article, different subcategories of hand gestures may be related to deception. The first to show this were Caso, Maricchiolo, Bonaiuto, Vrij, and Mann (2006). In the present article, we continue their innovative approach and examine two subcategories never investigated before in deception research: speech prompting and rhythmic pulsing.

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Nonverbal Communication: The Hand's Role in Talking and Thinking

Cited by 12 publications

References 123 publications

The Contribution of Visualisation to Modelling-Based Teaching

The Contribution of Visualisation to Modelling-Based Teaching

Action Imitation at 1½ Years Is Better Than Pointing Gesture in Predicting Late Development of Language Production at 3 Years of Age

Um … they were wearing …: The effect of deception on specific hand gestures

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