The Effect of Gesture on Speech Production and Comprehension

Driskell, James E.; Radtke, Paul H.

doi:10.1518/hfes.45.3.445.27258

Cited by 70 publications

(46 citation statements)

References 17 publications

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“…We agree with the view in the literature that the self-oriented and communicative functions of gesture are not mutually exclusive (Alibali, Heath, & Myers, 2001;Driskell & Radtke, 2003;Jacobs & Garnham, 2007); indeed, the very same gestures that contribute to activating, manipulating, packaging, and exploring spatio-motoric information may also communicate such information to others.…”

Section: Relationship Between Self-oriented and Communicative Functiosupporting

confidence: 91%

How do gestures influence thinking and speaking? The gesture-for-conceptualization hypothesis.

Kita

Alibali

Chu

2017

Psychological Review

239

264

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Permanent WRAP URL:http://wrap.warwick.ac.uk/84187 Copyright and reuse:The Warwick Research Archive Portal (WRAP) makes this work by researchers of the University of Warwick available open access under the following conditions. Copyright © and all moral rights to the version of the paper presented here belong to the individual author(s) and/or other copyright owners. To the extent reasonable and practicable the material made available in WRAP has been checked for eligibility before being made available.Copies of full items can be used for personal research or study, educational, or not-for-profit purposes without prior permission or charge. Provided that the authors, title and full bibliographic details are credited, a hyperlink and/or URL is given for the original metadata page and the content is not changed in any way.Publisher's statement: © 2017, American Psychological Association. This paper is not the copy of record and may not exactly replicate the final, authoritative version of the article. Please do not copy or cite without authors permission. The final article will be available, upon publication, via its DOI: 10.1037/rev0000059 A note on versions:The version presented here may differ from the published version or, version of record, if you wish to cite this item you are advised to consult the publisher's version. Please see the 'permanent WRAP URL' above for details on accessing the published version and note that access may require a subscription. AbstractPeople spontaneously produce gestures during speaking and thinking. We focus here on gestures that depict or indicate information related to the contents of concurrent speech or thought (i.e., representational gestures). Previous research indicates that such gestures have not only communicative functions, but also self-oriented cognitive functions. In this paper, we propose a new theoretical framework, the Gesture-forConceptualization Hypothesis, which explains the self-oriented functions of representational gestures. According to this framework, representational gestures affect cognitive processes in four main ways: gestures activate, manipulate, package and explore spatio-motoric representations for speaking and thinking. These four functions are shaped by gesture's ability to schematize information, that is, to focus on a small subset of available information that is potentially relevant to the task at hand. The framework is based on the assumption that gestures are generated from the same system that generates practical actions, such as object manipulation; however, gestures are distinct from practical actions in that they represent information. The framework provides a novel, parsimonious and comprehensive account of the self-oriented functions of gestures. We discuss how the framework accounts for gestures that depict abstract or metaphoric content, and we consider implications for the relations between self-oriented and communicative functions of gestures.

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Section: Relationship Between Self-oriented and Communicative Functiosupporting

confidence: 91%

How do gestures influence thinking and speaking? The gesture-for-conceptualization hypothesis.

Kita

Alibali

Chu

2017

Psychological Review

239

264

View full text Add to dashboard Cite

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“…Using nonverbal gestures accompanied by verbal communication increases the accuracy and fluency of the message. Developmental theories argue that children often start to gesture before they produce their first words (Bates & Dick, 2002;Driskell & Radtke, 2003;Volterra, Caselli, Capirci, & Pizzuto, 2005;Iverson & Goldin-Meadow, 2005). Gestures are incorporated into language and reinforce speech from an early age (Morford & Goldin-Meadow, 1992).…”

Section: Figure 1 Accounts Of the Process Of Verbal Communication Anmentioning

confidence: 99%

An Advanced Framework for Verbal Communication and Nonverbal Gestures in Parent–child Interactions

Grebelsky-Lichtman¹

2016

Studies in Media and Communication

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A key issue in interpersonal communication is the interrelation of verbal communication and nonverbal gestures (VCNGs). This study expands the theoretical framework for VCNGs by presenting an advanced framework for VCNGs in parent-child interactions. The study explored both parents and children and explains the effect of a wide range of social and situational contexts: child's sex, parent's sex, socioeconomic status, and task difficulty on VCNGs. Parent-child interactions (n=160) in structured joint game sequences were filmed in their homes and analyzed using a mixed multivariate design. Findings exposed unexpected VCNGs interrelations and reciprocal patterns for parents and children. Social and situational contexts effected VCNGs significantly. The study contributes composite theoretical accounts for VCNGs from receptive and expressive perspectives.

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“…For this reason, such hand and arm actions have variously been called "representational gestures" (McNeill, 1992), "illustrators" (Ekman & Friesen, 1969), "gesticulations" (Kendon, 2004), and "lexical gestures" (Krauss, Chen, & Gottesman, 2000). Consistent with the claim that speech-associated gestures convey information that complements the information conveyed in talk, speech-associated gestures have been found to improve listener comprehension, suggesting that they are meaningful to listeners (Alibali, Flevares, & GoldinMeadow, 1997;Berger & Popelka, 1971;Cassell, McNeill, & McCullough, 1999;Driskell & Radtke, 2003;Goldin-Meadow & Momeni Sandhofer, 1999;Goldin-Meadow, Wein, & Chang, 1992;Kendon, 1987;McNeill, Cassell, & McCullough, 1994;Records, 1994;Riseborough, 1981;Rogers, 1978;Singer & Goldin-Meadow, 2005;Thompson & Massaro, 1986). Speechassociated gestures are thus hand movements that provide accessible semantic information relevant to language comprehension.…”

Section: Introductionmentioning

confidence: 99%

Speech-associated gestures, Broca’s area, and the human mirror system

Skipper¹,

Goldin‐Meadow²,

Nusbaum³

et al. 2007

Brain and Language

231

172

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Speech-associated gestures are hand and arm movements that not only convey semantic information to listeners but are themselves actions. Broca's area has been assumed to play an important role both in semantic retrieval or selection (as part of a language comprehension system) and in action recognition (as part of a "mirror" or "observation-execution matching" system). We asked whether the role that Broca's area plays in processing speech-associated gestures is consistent with the semantic retrieval/selection account (predicting relatively weak interactions between Broca's area and other cortical areas because the meaningful information that speech-associated gestures convey reduces semantic ambiguity and thus reduces the need for semantic retrieval/selection) or the action recognition account (predicting strong interactions between Broca's area and other cortical areas because speech-associated gestures are goal-direct actions that are "mirrored"). We compared the functional connectivity of Broca's area with other cortical areas when participants listened to stories while watching meaningful speech-associated gestures, speech-irrelevant self-grooming hand movements, or no hand movements. A network analysis of neuroimaging data showed that interactions involving Broca's area and other cortical areas were weakest when spoken language was accompanied by meaningful speech-associated gestures, and strongest when spoken language was accompanied by self-grooming hand movements or by no hand movements at all. Results are discussed with respect to the role that the human mirror system plays in processing speech-associated movements.

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The Effect of Gesture on Speech Production and Comprehension

Cited by 70 publications

References 17 publications

How do gestures influence thinking and speaking? The gesture-for-conceptualization hypothesis.

How do gestures influence thinking and speaking? The gesture-for-conceptualization hypothesis.

An Advanced Framework for Verbal Communication and Nonverbal Gestures in Parent–child Interactions

Speech-associated gestures, Broca’s area, and the human mirror system

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