Semiotic potential of gestures in multimodal ensembles: Narrative meanings produced by school narrators with intellectual disability

Haquin, Dominique Manghi; Cornejo, Fabiola Otárola; Echiburú, Gerardo Godoy; Godoy, Isabel Aranda; Cruz, Martín Álvarez; Vargas, Carolina Badillo

doi:10.1016/j.linged.2018.12.007

Cited by 4 publications

(14 citation statements)

References 20 publications

Supporting

Mentioning

Contrasting

Unclassified

Order By: Relevance

“…In 9 out of 11 studies, the gestures were measured in communication situations. Among these studies, three required participants to recount the content of a cartoon or a story to another person (Manghi Haquin et al, 2019;Mastrogiuseppe & Lee, 2017;Vandereet et al, 2011), three (Bello et al, 2004;Stefanini et al, 2007Stefanini et al, , 2008 used the Picture Naming Test or the Boston Naming Test, which requires images to be described verbally. In the other three studies, the gestures were recorded during free play sessions in the presence of a parent (Iverson et al, 2003), the experimenter (Saletti et al, 2007) or during a lesson (Hord et al, 2016).…”

Section: Results Measurementmentioning

confidence: 99%

“…Nine studies out of 11 obtained a score higher than the conservative threshold. Only two studies obtained a score below the threshold (Manghi Haquin et al, 2019;Saletti et al, 2007;). Due to the small number of studies on the topic, but also because their results were of interest, these two studies were retained.…”

Section: Quality Appraisalmentioning

confidence: 98%

“…Gestures provide an overall and visual overview of information and add clarification to verbal language (Goldin-Meadow, 2003). In a multimodal semiotic perspective of communication, each resource, i.e., gestures and verbal language, is deemed to have a singular potential for expressing meaning (Manghi Haquin et al, 2019). Research found that speakers either produce (a) unimodal gestures (gestures only), (b) gestures and speech simultaneously (bimodal production), or (c) unimodal speech (words only) (Stefanini et al, 2007).…”

Section: Gesture and Speech Combinationsmentioning

confidence: 99%

“…Five studies involved children with Down syndrome (DS) (Galeote et al, 2008(Galeote et al, , 2011Iverson et al, 2003;Stefanini et al, 2007Stefanini et al, , 2008; two involved children with Williams syndrome (WS) (Bello et al, 2004;Mastrogiuseppe & Lee, 2017); one study concerned children with bilateral perisylvian polymicrogyria (Saletti et al, 2007), and two involved participants with intellectual disability where the etiological diagnosis was not specified (Hord et al, 2016;Manghi Haquin et al, 2019). The last study involved children with ID of mixed etiology (Down syndrome and other intellectual disabilities) (Vandereet et al, 2011).…”

Section: Populationmentioning

confidence: 99%

“…All seven studies with DS or WS children used a between-participant design. The designs of the four remaining studies were longitudinal (Vandereet et al, 2011), experimental without a control group (Saletti et al, 2007), exploratory (Hord et al, 2016) and mixed combining quantitative and qualitative data analysis (Manghi Haquin et al, 2019).…”

Section: Designmentioning

confidence: 99%

See 4 more Smart Citations

Can Gestures Give us Access to Thought? A Systematic Literature Review on the Role of Co-thought and Co-speech Gestures in Children with Intellectual Disabilities

2022

View full text Add to dashboard Cite

This systematic review analyzes the differential use of gestures in learning by children with intellectual disability (ID) compared to typically developing ones (TD). Eleven studies published between 2000 and 2020 fulfilled the inclusion criteria (N = 364 participants). The results identify three key elements: (1) Children with ID accompany their spoken language with more gestures than TD children; (2) Specifically, they produce more iconic gestures that provide access to the conceptualization process and understanding in students with ID; (3) Children with ID rely on gesture more than TD children to carry meaning (i.e., produce unimodal gestural utterances without accompanying speech). Possible implications for teaching and guidelines for future research are proposed.

show abstract

Section: Results Measurementmentioning

confidence: 99%

Section: Quality Appraisalmentioning

confidence: 98%

Section: Gesture and Speech Combinationsmentioning

confidence: 99%

Section: Populationmentioning

confidence: 99%

Section: Designmentioning

confidence: 99%

See 3 more Smart Citations

Can Gestures Give us Access to Thought? A Systematic Literature Review on the Role of Co-thought and Co-speech Gestures in Children with Intellectual Disabilities

2022

View full text Add to dashboard Cite

show abstract

The Key Role of Gestures in Spatial Tasks for Students With Intellectual Disability

Lacombe,

Dias,

Petitpierre

2024

American Journal on Intellectual and Developmental Disabilities

View full text Add to dashboard Cite

The gestures produced by children with intellectual disability (ID) in spatial tasks are rarely considered, although they have a supporting role in the formation of thought. In this research study, we analyzed the number of gestures, the type of gestures, and their role in the expression of knowledge of students with ID. Twenty students (12–17 years old) with ID and 40 students with typical development (TD) matched on visual-spatial level (n = 20) and on language level (n = 20) participated in the research. Students with ID made significantly more gestures in relation to the number of words spoken compared to their peers with TD. Thirty percent of the expressive communication of students with ID came from gestures alone, and 60% of the responses contained at least one gesture. Finally, the higher the level of task difficulty, the more gestures the students made.

show abstract

Current studies in linguistic semiotics: issues and trends

Tivyaeva

2024

Russkij âzyk v škole

View full text Add to dashboard Cite

The article presents a systematic review of modern English-language scientific literature on linguistic semiotics. The study aims to identify the current research trends in this subfield of semiotics, as well as the leading methodological approaches and development prospects of this research area. The publications included in the sample were obtained from peer-reviewed journals indexed in the Scopus scientometric database. The search query depth equalled five years. The publications included in the sample were analysed considering the following parameters: range of issues, research agenda, methodology, empirical basis, and research methods. The results of the analytical review enable one to consider the semiotics of communication as the dominant area of modern linguistic-semiotic research and outline the prospects in the field of studying multimodal communicative practices. The development of a methodology for performing a systematic review in the field of linguistics will contribute to the development of linguistic research methodology in general and the improvement of research protocols in particular.

show abstract

Semiotic potential of gestures in multimodal ensembles: Narrative meanings produced by school narrators with intellectual disability

Cited by 4 publications

References 20 publications

Can Gestures Give us Access to Thought? A Systematic Literature Review on the Role of Co-thought and Co-speech Gestures in Children with Intellectual Disabilities

Can Gestures Give us Access to Thought? A Systematic Literature Review on the Role of Co-thought and Co-speech Gestures in Children with Intellectual Disabilities

The Key Role of Gestures in Spatial Tasks for Students With Intellectual Disability

Current studies in linguistic semiotics: issues and trends

Contact Info

Product

Resources

About