Sign languages do not arise from thin air: rather, they emerge in communities where conventions are already in place for using gesture. Little research has considered how these conventions are retained and/or adapted as gestures are integrated into emerging sign language lexicons. Here we describe a set of five gestures that are used to convey negative meanings by both speakers and signers in a single community: the San Juan Quiahije municipality in Oaxaca, Mexico. We show that all of the form-meaning mappings present for non-signers are retained by signers as they integrate the gestures into their lexicon. Interestingly, additional meanings are mapped to the gesture forms by signers – a phenomenon that appears to originate with deaf signers in particular. In light of this evidence, we argue that accounts of ‘wholesale borrowing’ of gestures into emerging sign languages is overly simplistic: signers evidently adapt gestures as they integrate them into their emerging lexicons.
{"title":"Negation in San Juan Quiahije Chatino Sign Language","authors":"K. Mesh, Lynn Hou","doi":"10.1075/gest.18017.mes","DOIUrl":"https://doi.org/10.1075/gest.18017.mes","url":null,"abstract":"\u0000 Sign languages do not arise from thin air: rather, they emerge in communities where conventions are already in\u0000 place for using gesture. Little research has considered how these conventions are retained and/or adapted as gestures are\u0000 integrated into emerging sign language lexicons. Here we describe a set of five gestures that are used to convey negative meanings\u0000 by both speakers and signers in a single community: the San Juan Quiahije municipality in Oaxaca, Mexico. We show that all of the\u0000 form-meaning mappings present for non-signers are retained by signers as they integrate the gestures into their lexicon.\u0000 Interestingly, additional meanings are mapped to the gesture forms by signers – a phenomenon that appears to originate with deaf\u0000 signers in particular. In light of this evidence, we argue that accounts of ‘wholesale borrowing’ of gestures into emerging sign\u0000 languages is overly simplistic: signers evidently adapt gestures as they integrate them into their emerging lexicons.","PeriodicalId":35125,"journal":{"name":"Gesture","volume":" ","pages":""},"PeriodicalIF":1.0,"publicationDate":"2018-12-31","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"41785948","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":4,"RegionCategory":"文学","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}
Mathematical achievement is an early predictor of students’ academic outcomes, and mathematics achievement continues to be important throughout life. Thus, it is essential to examine instructional methods that enhance mathematical learning. One method that may impact mathematical learning is the use of gestures, yet a comprehensive methodical review of the data has not been conducted. The current study examined the impact that gestures have on student learning when educators use gestures during mathematical instruction and educators’ perception of student mathematical knowledge when students use gestures. A systematic search was conducted to assemble research studies that evaluated the use of gestures in mathematical instruction with students in preschool to 12th grade. Empirical data from 35 research articles indicate that gestures used by students or educators that enhance verbal instruction can increase student mathematical performance and memory. Furthermore, it is practical to teach students and educators to use gestures effectively during mathematical learning.
{"title":"What the hands tell us about mathematical learning","authors":"Amanda Martinez-Lincoln, Le M. Tran, S. R. Powell","doi":"10.1075/gest.17014.mar","DOIUrl":"https://doi.org/10.1075/gest.17014.mar","url":null,"abstract":"Mathematical achievement is an early predictor of students’ academic outcomes, and mathematics achievement continues to be important throughout life. Thus, it is essential to examine instructional methods that enhance mathematical learning. One method that may impact mathematical learning is the use of gestures, yet a comprehensive methodical review of the data has not been conducted. The current study examined the impact that gestures have on student learning when educators use gestures during mathematical instruction and educators’ perception of student mathematical knowledge when students use gestures. A systematic search was conducted to assemble research studies that evaluated the use of gestures in mathematical instruction with students in preschool to 12th grade. Empirical data from 35 research articles indicate that gestures used by students or educators that enhance verbal instruction can increase student mathematical performance and memory. Furthermore, it is practical to teach students and educators to use gestures effectively during mathematical learning.","PeriodicalId":35125,"journal":{"name":"Gesture","volume":" ","pages":""},"PeriodicalIF":1.0,"publicationDate":"2018-12-31","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"44700803","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":4,"RegionCategory":"文学","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}
Using recurrent gestures as the model, this essay considers how an inside-looking-out view of speech-gesture production reflects the interactive-social exterior. The inside view may appear to ignore the social context of speaking and gesture, but this is far from the truth. What an exterior view sees as important appears in the interior but in a different way. The difference leads to misunderstandings of the interior view and what it does. It is not a substitute for the exterior. It is the interior reflecting the social exterior and shaping it to fit its own demands. Topics are: recurrent gestures; gesture-speech co-expressivity; expunged real-world goals; “in-betweenness”; phenomenological “inhabitance” and material carriers; metaphoricity and imagery; social deixis and social relations; realizations of the self; world-views; and lastly the want of mutual outside and inside intellectual perceptions and what can be done about it.
{"title":"Recurrent gestures","authors":"D. McNeill","doi":"10.1075/GEST.18012.MCN","DOIUrl":"https://doi.org/10.1075/GEST.18012.MCN","url":null,"abstract":"\u0000Using recurrent gestures as the model, this essay considers how an inside-looking-out view of speech-gesture production reflects the interactive-social exterior. The inside view may appear to ignore the social context of speaking and gesture, but this is far from the truth. What an exterior view sees as important appears in the interior but in a different way. The difference leads to misunderstandings of the interior view and what it does. It is not a substitute for the exterior. It is the interior reflecting the social exterior and shaping it to fit its own demands. Topics are: recurrent gestures; gesture-speech co-expressivity; expunged real-world goals; “in-betweenness”; phenomenological “inhabitance” and material carriers; metaphoricity and imagery; social deixis and social relations; realizations of the self; world-views; and lastly the want of mutual outside and inside intellectual perceptions and what can be done about it.","PeriodicalId":35125,"journal":{"name":"Gesture","volume":" ","pages":""},"PeriodicalIF":1.0,"publicationDate":"2018-12-31","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"47729185","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":4,"RegionCategory":"文学","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}
This paper proposes a novel analysis of deictic gestures which yields a taxonomy of manual pointing. ‘Gesture form analysis’ brings into relief the diversity of pointing by considering the imaginary forms necessarily involved in interpreting a gesture. It combines into a single framework insights found in the literature on how the meaning of any gesture is enabled by a series of spatial operations leading from the physical form of the articulators to the form of the target. Seven distinct spatial operations combine to define a gesture type, twenty-seven of which are illustrated with examples from open-data corpora. Most types involve not the prototypical linear vector of pointing, but the plane of an open hand. Not only deictic, but also iconic and other functions are shown to be rooted in imaginary forms and their ability to draw attention to and specify locations, directions, areas and volumes of space.
{"title":"The multidimensionality of pointing","authors":"Julius Hassemer, L. Mccleary","doi":"10.1075/gest.17018.has","DOIUrl":"https://doi.org/10.1075/gest.17018.has","url":null,"abstract":"\u0000 This paper proposes a novel analysis of deictic gestures which yields a taxonomy of manual pointing. ‘Gesture form\u0000 analysis’ brings into relief the diversity of pointing by considering the imaginary forms necessarily involved in\u0000 interpreting a gesture. It combines into a single framework insights found in the literature on how the meaning of any\u0000 gesture is enabled by a series of spatial operations leading from the physical form of the articulators to the form of the target.\u0000 Seven distinct spatial operations combine to define a gesture type, twenty-seven of which are illustrated with examples from\u0000 open-data corpora. Most types involve not the prototypical linear vector of pointing, but the plane of an open hand. Not only\u0000 deictic, but also iconic and other functions are shown to be rooted in imaginary forms and their ability to draw attention to and\u0000 specify locations, directions, areas and volumes of space.","PeriodicalId":35125,"journal":{"name":"Gesture","volume":" ","pages":""},"PeriodicalIF":1.0,"publicationDate":"2018-12-31","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"47798124","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":4,"RegionCategory":"文学","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}
This paper examines the Open Hand Prone ‘vertical palm’ as a resource for participants in conversation for displaying their treatment of a co-participant’s – or their own – turn/action as interruptive. Through this practice participants can manage turn-taking by making it relevant for the co-participant to stop talking. The data for this study consist of video-recorded conversations in English and Finnish from domestic and institutional settings, as well as broadcast talk. Using multimodal conversation analysis, this study shows that the gesture occurs in situations involving overlapping/competitive talk or incompatible embodied activities that somehow affect the progressivity of the ongoing talk. This paper complements previous research on gesture studies and interaction by investigating the function these gestures take in stopping/interrupting a co-participant’s turn-at-talk across multiple settings, and by studying how the gesture functions as a part of a practice which has direct social consequences on the local organization of turn-taking.
{"title":"Open Hand Prone as a resource in multimodal claims to interruption","authors":"Antti Kamunen","doi":"10.1075/GEST.17002.KAM","DOIUrl":"https://doi.org/10.1075/GEST.17002.KAM","url":null,"abstract":"\u0000This paper examines the Open Hand Prone ‘vertical palm’ as a resource for participants in conversation for displaying their treatment of a co-participant’s – or their own – turn/action as interruptive. Through this practice participants can manage turn-taking by making it relevant for the co-participant to stop talking. The data for this study consist of video-recorded conversations in English and Finnish from domestic and institutional settings, as well as broadcast talk. Using multimodal conversation analysis, this study shows that the gesture occurs in situations involving overlapping/competitive talk or incompatible embodied activities that somehow affect the progressivity of the ongoing talk. This paper complements previous research on gesture studies and interaction by investigating the function these gestures take in stopping/interrupting a co-participant’s turn-at-talk across multiple settings, and by studying how the gesture functions as a part of a practice which has direct social consequences on the local organization of turn-taking.","PeriodicalId":35125,"journal":{"name":"Gesture","volume":" ","pages":""},"PeriodicalIF":1.0,"publicationDate":"2018-12-31","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"49204628","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":4,"RegionCategory":"文学","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}
Infants can extend their index fingers soon after birth, yet pointing gestures do not emerge until about 10 to 12 months. In the present study, we draw on the process-relational view, according to which pointing develops as infants learn how others respond to their initially non-communicative index finger use. We report on a longitudinal maternal diary study of 15 infants and describe four types of index finger use in the first year. Analysis of the observations suggests one possible developmental pathway: index finger extension becomes linked to infants’ attention around 7 to 9 months of age with the emergence of fingertip exploration and index finger extension towards out-of-reach objects infants wish to explore. Through parental responses infants begin to use index finger touch to refer in some situations, including asking and answering questions and to request, suggesting that some functions of pointing might originate in early index finger use.
{"title":"From touching to communicating","authors":"Viktoria A. Kettner, J. Carpendale","doi":"10.1075/GEST.18005.KET","DOIUrl":"https://doi.org/10.1075/GEST.18005.KET","url":null,"abstract":"\u0000Infants can extend their index fingers soon after birth, yet pointing gestures do not emerge until about 10 to 12 months. In the present study, we draw on the process-relational view, according to which pointing develops as infants learn how others respond to their initially non-communicative index finger use. We report on a longitudinal maternal diary study of 15 infants and describe four types of index finger use in the first year. Analysis of the observations suggests one possible developmental pathway: index finger extension becomes linked to infants’ attention around 7 to 9 months of age with the emergence of fingertip exploration and index finger extension towards out-of-reach objects infants wish to explore. Through parental responses infants begin to use index finger touch to refer in some situations, including asking and answering questions and to request, suggesting that some functions of pointing might originate in early index finger use.","PeriodicalId":35125,"journal":{"name":"Gesture","volume":" ","pages":""},"PeriodicalIF":1.0,"publicationDate":"2018-12-31","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"48987124","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":4,"RegionCategory":"文学","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}
Alice Ovendale, H. Brookes, Jean-Marc Colletta, Z. Davis
In this paper, we examine the conceptual pedagogical value of representational gestures in the context of teaching halving to first graders. We use the concept of the ‘polysign’ as an analytical tool and introduce the notion of a ‘mathematics gesture sequence’ to assess the conceptual role gestures play in explicating mathematical concepts. In our study of four teachers each teaching a lesson on halving, they produced representational polysign gestures that provided multiple layers of information, and chained these gestures in mathematical gestural sequences to spatially represent the operation of halving. Their use of gestures and their ability to use gestures accurately to convey mathematical concepts varied. During the lesson, learners, whose teachers used few representational gestures or used gestures that were conceptually incongruent with the mathematical concept, expressed more confusion than learners whose teachers used conceptually appropriate gestures. While confusion can be a productive part of the learning process, our analysis shows that producing conceptually appropriate gestures may be important in mediating concepts and the transition from concrete and personal symbolic processes to institutional mathematical signs.
{"title":"The role of gestural polysigns and gestural sequences in teaching mathematical concepts","authors":"Alice Ovendale, H. Brookes, Jean-Marc Colletta, Z. Davis","doi":"10.1075/GEST.00013.OVE","DOIUrl":"https://doi.org/10.1075/GEST.00013.OVE","url":null,"abstract":"\u0000 In this paper, we examine the conceptual pedagogical value of representational gestures in the context of teaching halving to first\u0000 graders. We use the concept of the ‘polysign’ as an analytical tool and introduce the notion of a ‘mathematics gesture sequence’\u0000 to assess the conceptual role gestures play in explicating mathematical concepts. In our study of four teachers each teaching a\u0000 lesson on halving, they produced representational polysign gestures that provided multiple layers of information, and chained\u0000 these gestures in mathematical gestural sequences to spatially represent the operation of halving. Their use of gestures and their\u0000 ability to use gestures accurately to convey mathematical concepts varied. During the lesson, learners, whose teachers used few\u0000 representational gestures or used gestures that were conceptually incongruent with the mathematical concept, expressed more\u0000 confusion than learners whose teachers used conceptually appropriate gestures. While confusion can be a productive part of the\u0000 learning process, our analysis shows that producing conceptually appropriate gestures may be important in mediating concepts and\u0000 the transition from concrete and personal symbolic processes to institutional mathematical signs.","PeriodicalId":35125,"journal":{"name":"Gesture","volume":" ","pages":""},"PeriodicalIF":1.0,"publicationDate":"2018-10-19","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"48498556","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":4,"RegionCategory":"文学","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}
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