The use of gestures as a compensatory strategy in adults with acquired aphasia compared to children with specific language impairment (SLI)

Fex, Bibi; Månsson, Ann-Christin

doi:10.1016/s0911-6044(98)00013-x

Cited by 25 publications

(13 citation statements)

References 19 publications

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“…In many cases, particularly when individuals had intact speech, gesture was tightly coupled with verbal content such as making an up-down movement with right hand to represent “hopping” when saying, “she hops to the door.” Yet, LHD patients also produced spatial gestures to add to or compensate for the spatial information they did not express verbally. For example, to describe the event “hopping around a tree,” some make a circle in gesture to represent “around” while only saying “she hopped.” More than half the LHD patients’ gestures made these compensatory gestures, supporting previous findings on spontaneous gesture’s role to compensate for speech problems (e.g., Ahlsen, 1991; Fex & Mansson, 1998; Feyereisen, 1983; Kemmerer et al, 2007; Rodriguez, Raymer, & Rothi, 2006). Participants never produced spontaneous iconic gestures that had no meaningful relationship to the spatial characteristics of the target event.…”

Section: Discussionsupporting

confidence: 88%

“…Even though gestures may compensate for impaired verbal communication (e.g., Ahlsen, 1991; Fex & Mansson, 1998; Feyereisen, 1983; Kemmerer, Chandrasekaran, & Tranel, 2007; Rodriguez, Raymer, & Rothi, 2006), less is known about how brain-injured individuals produce spatial gestures spontaneously to accompany their speech. If speech and gesture are generated by different but related systems, and co-speech gestures originate from an interface representation between spatial thinking and speech (Kita & Ozyurek, 2003), how do brain-injured patients who have verbal problems depict spatial information in gestures?…”

Section: Introductionmentioning

confidence: 99%

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Spontaneous gesture and spatial language: Evidence from focal brain injury

et al. 2015

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People often use spontaneous gestures when communicating spatial information. We investigated focal brain-injured individuals to test the hypotheses that (1) naming motion event components of manner-path (represented by verbs-prepositions in English) are impaired selectively, (2) gestures compensate for impaired naming. Patients with left or right hemisphere damage (LHD or RHD) and elderly control participants were asked to describe motion events (e.g., running across) depicted in brief videos. Damage to the left posterior middle frontal gyrus, left inferior frontal gyrus, and left anterior superior temporal gyrus (aSTG) produced impairments in naming paths of motion; lesions to the left caudate and adjacent white matter produced impairments in naming manners of motion. While the frequency of spontaneous gestures were low, lesions to the left aSTG significantly correlated with greater production of path gestures. These suggest that producing prepositions-verbs can be separately impaired and gesture production compensates for naming impairments when damage involves left aSTG.

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Section: Discussionsupporting

confidence: 88%

Section: Introductionmentioning

confidence: 99%

Spontaneous gesture and spatial language: Evidence from focal brain injury

et al. 2015

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“…Abrahamsen, 2000). Higher gesture rates associated with speech difficulties have also been reported for other clinical populations such as children with specific language impairment (Evans, Alibali, & McNeil, 2001;Fex & Månsson, 1998).…”

Section: The Relationship Between Speech and Gesturementioning

confidence: 65%

Gestures and some key issues in the study of language development

Gullberg¹,

Bot²,

Volterra³

et al. 2010

Benjamins Current Topics

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The purpose of the current paper is to outline how gestures can contribute to the study of some key issues in language development. Specifically, we (1) briefly summarise what is already known about gesture in the domains of first and second language development, and development or changes over the life span more generally; (2) highlight theoretical and empirical issues in these domains where gestures can contribute in important ways to further our understanding; and (3) summarise some common themes in all strands of research on language development that could be the target of concentrated research efforts.

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“…In line with our findings, these children might be able to use gesture to specify referents that they are not able to specify in speech. Indeed, children whose language development is impaired for a variety of reasons (focal brain injury: Sauer, Levine & Goldin-Meadow, 2009; Downs syndrome: Caselli, Vicari, Longobardi, Lami, Pizzoli, & Stella, 1998; Stefanini, Caselli, & Volterra, 2007; Stefanini, Recchia, & Caselli, 2008; Specific Language Impairment: Evans, Alibali & McNeill, 2001; Fex & Mansson, 1998) have been shown to use gestures to compensate for their communicative deficiencies.…”

Section: Discussionmentioning

confidence: 99%

When speech is ambiguous, gesture steps in: Sensitivity to discourse-pragmatic principles in early childhood

Demir

Goldin‐Meadow

2009

Applied Psycholinguistics

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Young children produce gestures to disambiguate arguments. This study explores whether the gestures they produce are constrained by discourse-pragmatic principles: person and information status. We ask whether children use gesture more often to indicate the referents that have to be specified, i.e., 3 rd person and new referents, than the referents that do not have to be specified, i.e., 1 st /2 nd person and given referents. Chinese-and English-speaking children were videotaped while interacting spontaneously with adults, and their speech and gestures were coded for referential expressions. We found that both groups of children tended to use nouns when indicating 3 rd person and new referents but pronouns or null arguments when indicating 1 st /2 nd person and given referents. They also produced gestures more often when indicating 3 rd person and new referents, particularly when those referents were ambiguously conveyed by less explicit referring expressions (pronouns, null arguments). Thus Chinese-and English-speaking children show sensitivity to discourse-pragmatic principles not only in speech but also in gesture.

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The use of gestures as a compensatory strategy in adults with acquired aphasia compared to children with specific language impairment (SLI)

Cited by 25 publications

References 19 publications

Spontaneous gesture and spatial language: Evidence from focal brain injury

Spontaneous gesture and spatial language: Evidence from focal brain injury

Gestures and some key issues in the study of language development

When speech is ambiguous, gesture steps in: Sensitivity to discourse-pragmatic principles in early childhood

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