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Petrova, Daina. "READING TEACHING WITH THE HELP OF SOUND GESTURES FOR PRIMARY SCHOOL CHILDREN WITH MENTAL DEVELOPMENT DISORDERS." Education Reform: Education Content Research and Implementation Problems 2 (December 31, 2019): 114. http://dx.doi.org/10.17770/er2019.2.4233.
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The native language, its skills, understanding and sense are important to every member of society, it puts thinking, communicating, and text creating into order, and it indicates to educatedness. Literacy as a key skill in everyday life is essential for acquiring and implementing the nowadays’ life skills.There are situations where pupils have not yet acquired reading skills for several years, and the issue becomes topical on how to teach to read in their age and form group, and at different levels of psychological development. One of the options is to start intensive reading learning with the help of sound gestures, where each sound or letter is represented by a gesture. This approach allows pupils starting to read and understand what they read.The purpose of the study is to research the literature on reading learning possibilities and to develop didactic materials for reading teaching with the help of sound gestures for the primary school children with mental development disorders.Study methods: literature analysis, document study, observations, questionnaire, data collection and statistical processing.Based on theoretical knowledge and analysis of literature, the author of the paper has developed didactic materials for reading teaching with the help of the sound gestures for the primary school children with mental development disabilities. Taking into account the principles of special pedagogy and speech therapy, the process of reading teaching with the help of sound gestures focuses on the difficulty levels during reading, deliberate avoidance of difficulties.The research includes the seven primary school children with mental development disorders and three teachers from the mentioned school, 30 respondents from different educational institutions.At the conclusion of the research, evaluating the effectiveness of the didactic material developed, it was concluded that it is possible to contribute to reading teaching through sound gestures for the primary school age children with mental development disorders.
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Corica, Ana Rosa. "Comparison the Fee of Cell Phone Companies: Collaborative Study between a Mathematics Teacher-Trainee and High School Students." International Journal of Education in Mathematics, Science and Technology 8, no. 1 (January 12, 2020): 16. http://dx.doi.org/10.46328/ijemst.v8i1.787.
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This paper reports on the results of the design and implementation of a didactic device proposed by a mathematics teacher-trainee. This student did a course designed for didactic - mathematical training with the aim of adopting a non-traditional didactic model based on research, while linking mathematics with other disciplines. The teacher-trainee developed its implementation in a senior- course of an Argentine high school. This didactic device is based on the analysis of a real and present situation whose study allows to make some gestures of the questioning world paradigm, in the current conditions of an Argentine high school.
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Raniolo, Erika. "INTRODUZIONE ALLA LINGUA INGLESE FIN DALLA PRIMA INFANZIA: UN APPROCCIO BASATO SULL’USO “AMPLIFICATO” DEL CANALE VISIVO-GESTUALE." Italiano LinguaDue 16, no. 2 (January 2, 2025): 392–403. https://doi.org/10.54103/2037-3597/27852.
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Ad oggi in Italia il contatto con la lingua inglese fin dalla prima infanzia è piuttosto diffuso, sebbene la normativa lo renda obbligatorio solo a partire dalla scuola primaria; diverse strategie didattiche (in relazione ai diversi ordini e gradi scolastici) sono state definite. Lo studio propone un approccio basato su un ricorso “amplificato” al canale visivo-gestuale, canale presente in tutte le lingue in virtù della multimodalità. Il punto di partenza è il concetto di utterance visible actiondi Kendon, che elimina la netta differenziazione fra gesto e segno: data dunque la continuità tra gesti coverbali e segni delle lingue dei segni, con particolare riferimento alla LIS (Lingua dei Segni Italiana), vengono prese in considerazione le potenzialità glottodidattiche dell’accostare il gesto/segno alla parola in inglese, sfruttando l’iconicità e l’embodied cognition. L’approccio è stato sperimentato all’interno di un progetto condotto in provincia di Ragusa nell’a.s. 2022/2023, con destinatari di età compresa fra 3 mesi e 8 anni. Le attività proposte mostrano un miglioramento nella comprensione e produzione della lingua inglese. Il modello si pone come un approccio inclusivo e integrato, in linea con una visione gestaltica dell’educazione linguistica. An approach based on the ‘amplified’ use of the visual-gestural channel To date, in Italy, contact with the English language from early childhood is quite widespread, although the legislation makes it obligatory only starting from primary school. Various didactic strategies, in relation to the different school levels, have been defined. The study proposes an approach based on an ‘amplified’ use of the visual-gestural channel, which can be found in all languages thanks to multimodality. The starting point is Kendon’s concept of utterance visible action, which eliminates the clear differentiation between gesture and sign. Given the continuity between coverbal gestures and signs of sign languages, with particular reference to LIS (Italian Sign Language), the glottodidactic potential of combining the gesture/sign with the word in English, exploiting iconicity and embodied cognition, is taken into consideration. The approach was tested within a project conducted in the province of Ragusa in the s.y. 2022/2023, with participants aged between 3 months and 8 years. The proposed activities show an improvement in understanding and producing the English language. The model turns out to be an inclusive and integrated approach, in line with a Gestalt vision of language education.
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Gorgon, Lembe, Mviri Hubert César, Entsiro François, Ewamela Aristide, and Massamba Alphonse. "Contextualization of Traditional Physical Activity “Ekienga” in Physical Education at Congolese Primary School." Journal of Educational Issues 6, no. 1 (March 25, 2020): 70. http://dx.doi.org/10.5296/jei.v6i1.16346.
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The aim of the study was to identify and analyze the motor behaviors of practitioners of the traditional Congolese Ekienga activity, and to offer teaching content for this activity at primary school level in the context of physical education. The research, observational and didactic, was based on the one hand on the evaluation of the bodily gestures carried out during Ekienga in 34 adult men, and on the other hand the construction of teaching programs. The results obtained showed that Ekienga’s internal logic allows the construction of knowledge and relevant teaching content in physical education at primary school in Congo.
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El Assraoui, Khadija, Zineb Al jalil, Yasmina Cheikh, Khadija Kaoun, Souad Chaouir, and Samira Bellemkhannate. "Perception of the Contribution of Video Demonstrations in Dental Practical Training." European Journal of Education and Pedagogy 5, no. 1 (January 24, 2024): 1–6. http://dx.doi.org/10.24018/ejedu.2024.5.1.780.
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Objectives: Information and communication technologies (ICT) have become integral part of our our students’ daily lives. Their use in practical teaching facilitates the learning process. With the occurrence of the COVID-19 pandemic, demonstration videos were integrated into the pre-clinical practical activities. This work aims to evaluate the students’ appreciation of the demonstration videos made for the pre-clinical practical activities (PPA) of the removable partial denture for the students of the 5th semester.Methods: The Removable Prosthodontics Department professors produced 10-minute didactic video recordings describing the themes of the pre-clinical practice activities. A descriptive cross-sectional study was conducted during the 2021–2022 academic year to assess students’ perceptions of the effectiveness and relevance of these videos. Data were collected using an anonymous questionnaire given to student volunteers at the end of the third year (June 2022).Results: The majority of students favorably appreciated the role of videos in saving time during the session, reducing stress, and better understanding of practical gestures, as well as the average length of videos, the quality of videos in terms of sound, magnification, and the usefulness of text annotations.Conclusion: Videos allow students to preview the practical gestures severaltimes before the PPA session to better see the demonstration with sufficient magnification and to reduce stress. Both techniques have proven to be effective, and their combination will bring better satisfaction to the students.
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Corica, Ana Rosa, and María Rita Otero. "The perspective of teacher trainees about the mathematics teacher´s professionLe point de vue des enseignants stagiaires sur le métier de professeur de mathématiques." Educação Matemática Pesquisa : Revista do Programa de Estudos Pós-Graduados em Educação Matemática 22, no. 4 (September 15, 2020): 809–16. http://dx.doi.org/10.23925/1983-3156.2020v22i4p809-816.
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AbstractWe present some results of the design and implementation of a research and study course for the Mathematics teacher trainees. The research is based on the Anthropological Theory of the Didactic. We analyze which gestures of the paradigm of the questioning and the research are identified in teacher trainees that study the question: how to teach mathematical knowledge.Keywords: Teacher Training, Mathematics, Anthropological Theory of the Didactical.RésuméNous présentons quelques résultats de la conception et de la mise en œuvre d'un programme d'étude et recherche pour la formation des enseignants en mathématiques, basé sur la Théorie Anthropologique du Didactique. On analyse les gestes du paradigme de la recherche et du questionnement du monde identifiés chez les étudiants quand ils étudient la question: comment enseigner des mathématiques ?Mots-clés: Formation des enseignants, Mathématiques, Théorie anthropologique de la didactique.
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Corica, Ana Rosa, and María Rita Otero. "The perspective of teacher trainees about the mathematics teacher´s professionLe point de vue des enseignants stagiaires sur le métier de professeur de mathématiques." Educação Matemática Pesquisa : Revista do Programa de Estudos Pós-Graduados em Educação Matemática 22, no. 4 (September 15, 2020): 809–16. http://dx.doi.org/10.23925/1983-3156.2020v22i4p809-816.
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AbstractWe present some results of the design and implementation of a research and study course for the Mathematics teacher trainees. The research is based on the Anthropological Theory of the Didactic. We analyze which gestures of the paradigm of the questioning and the research are identified in teacher trainees that study the question: how to teach mathematical knowledge.Keywords: Teacher Training, Mathematics, Anthropological Theory of the Didactical.RésuméNous présentons quelques résultats de la conception et de la mise en œuvre d'un programme d'étude et recherche pour la formation des enseignants en mathématiques, basé sur la Théorie Anthropologique du Didactique. On analyse les gestes du paradigme de la recherche et du questionnement du monde identifiés chez les étudiants quand ils étudient la question: comment enseigner des mathématiques ?Mots-clés: Formation des enseignants, Mathématiques, Théorie anthropologique de la didactique.
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Zaytseva, O. A., and M. V. Terskikh. "Didactic Potential of News Videos in Russian as a Foreign Language Classes." Current Issues in Philology and Pedagogical Linguistics, no. 2 (June 25, 2023): 216–28. http://dx.doi.org/10.29025/2079-6021-2023-2-216-228.
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The article is devoted to the study of the didactic potential of authentic journalistic news videos in classes in Russian as a foreign language. By authentic materials, authors mean printed texts, videos and audio recordings that students face in everyday life – outside the classroom; at the same time, the main purpose of such materials is not to teach the language, but to transfer information and organize real communication. This kind of journalistic video material is considered in this study as a means of forming the language and socio-cultural competencies of students of the Russian language as a foreign language. The article emphasizes the specifics of this kind of educational content: the use in a large number of colloquial vocabulary, speech clichés, professional terms, words with emotional coloring, evaluative vocabulary, equivalent vocabulary, phraseological units, metaphors, quotes and reminiscences that imply knowledge of precedent texts, specific gestures, facial expressions, etc. The authors cover various approaches to the problem of using authentic texts in the practice of teaching Russian as a foreign language, determine the main criteria for selecting authentic news video materials for Russian as a foreign language lessons, depending on the level of students. The authors emphasize that it is advisable to use news videos as authentic materials in classes in Russian as a foreign language starting from the B1 level: foreign students who speak Russian at this level are able to perceive by ear and understand monological statements within the framework of current socio-cultural topics. As a practical material, the article presents an algorithm for working with news journalistic content in accordance with the level of proficiency in the Russian language, proposed samples of tasks for use in classes in Russian as a foreign language. The methodological basis of the study was the use of the following methods: a descriptive and analytical method, a method of systematization and classification, a design method, as well as a communicative methodology for teaching a foreign language.
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Bouchebcheb, Leila. "Innover pour apprendre la langue étrangère : Traduire le numérique en gestes didactiques via les plateformes." Traduction et Langues 22, no. 2 (December 31, 2023): 308–22. http://dx.doi.org/10.52919/translang.v22i2.963.
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Innovating to Learn the Foreign Language: Translating digital into didactic gestures via platforms
Information and Communication Technologies for Information (ICT) play a crucial role in language learning within the constructivist didactic context. This perspective encompasses not only learning itself but also acquiring the ability to learn, interact, and train effectively. The Ecole Normale Supérieure de Constantine has actively collaborated with educational and ministerial units, engaging in program restructuring to integrate ICT within a constructivist pedagogical framework. In this approach, learning is viewed as a socially situated phenomenon, and the interaction between the instructor and the learner is considered a social aspect of both knowledge and skill acquisition in the teaching/learning process. The utilization of ICT in higher education is gaining increasing attention. This study focuses on online training systems that bring together sixty teachers who have undergone ICT training over various periods. These initiatives aim to reshape traditional teaching practices and teacher behaviours, fostering a path towards "learning to learn" that diverges from conventional approaches. To assess the reality on the ground and understand ongoing educational projects that integrate ICT, the study delves into the collective efforts within the Ecole Normale Supérieure of Constantine. Conducted as part of teacher training in ICT usage, the study investigates the integration of ICT into face-to-face teaching through remote platforms, exemplified by making online courses available on the Moodle platform. The primary objective is to incorporate ICT into students' training programs through innovative practices, emphasizing the development of technological skills such as PowerPoint usage, document sharing, blog creation, forum participation, and utilization of the platform's messaging system. As both a trainer and trainee, having participated in various ICT programs, I find it imperative to analyze the teacher training process to assess the effectiveness of implemented innovations. Teachers expressed satisfaction with the opportunity to participate in the training program, highlighting the development of previously unfamiliar technological skills. Innovation in ICT is directly associated with positive changes in learning outcomes, introducing socio- pedagogical modes of interaction that redefine the roles of both teachers and students. This shift enables them to adeptly appropriate new technological tools, emphasizing the transformative impact of ICT in the educational landscape.
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Urazaeva, Nailya, and Liudmila Sergeevna Komisarova. "Cultural aspect of teaching students a foreign language based on video blogs." Человек и культура, no. 4 (April 2024): 100–110. http://dx.doi.org/10.25136/2409-8744.2024.4.43819.
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The subject of the study is the process of teaching German classes using video blogs not only as a means of teaching speaking and listening, but also as a means of forming socio-cultural competence. The article discusses the concept of "blog" and its role in the process of teaching German to students of higher educational institutions. The authors raise the question of the need to include Internet resources, in particular video blogs, in the educational process, the formation of students' socio-cultural competence, one of the components of foreign language communicative competence. This competence contributes to the acquisition of skills and knowledge necessary for effective intercultural communication. The main idea of using video blogs is the interrelated and complementary teaching of a foreign language and the culture of the language being studied in the context of intercultural dialogue. It is possible to extract valuable linguistic and extralinguistic knowledge from video blogs, to master models of speech behavior in various situations of intercultural communication. Also, video blogs contain up-to-date information on various topics and provide feedback opportunities that contribute to the formation of the ability to express and argue your point of view in German. As with any didactic tool, certain selection criteria are imposed on video blogs. With a competent selection and presentation of the material, the teacher will be able to form a foreign language competence of the student in a complex, taking into account all language levels: lexical, phonetic, grammatical, as well as extralinguistic factors, such as the communication situation, facial expressions, gestures, etc.
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Ozimska, Joanna. "Interkulturowość w wybranych podręcznikach do nauki włoskiego i angielskiego języka biznesu i ekonomii. Studium porównawcze." Neofilolog, no. 60/1 (April 3, 2023): 60–73. http://dx.doi.org/10.14746/n.2023.60.1.5.
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This article attempts to characterize three textbooks for learning the language of business and economics in terms of the presence of elements developing intercultural competences. Two textbooks for learning Italian and one for learning English were analyzed: (1) Italiano per economisti, (2) L'italiano in azienda, (3) Market Leader. Intermediate business English. The above-mentioned titles were published in the years 2002-2003, which allowed to eliminate possible differences resulting from the changing over time approach to the phenomenon of intercultural language education. The aim of the study is to identify the elements developing intercultural competences, their qualitative and quantitative characteristics, to discuss the differences in the approach in Italian and English-language texts and to indicate the possibility of using selected solutions in the new teaching materials. This is important as research shows that contacts with foreign cultures alone do not naturally lead to the development of intercultural competence (Sobkowiak, 2015: 64, Budzanowska-Drzewiecka and Motyl-Adamczyk, 2016: 56). The analysis covered non-verbal communication (gestures), stereotypes, proverbs and sayings, rules of linguistic politeness. From the glottodidactic point of view, the proposed types of exercises and the connection of (inter)cultural competences with other communicative competences will be analyzed. The main hypothesis verified during the analyzes assumes that the concept of intercultural language education, although it does not appear as a notion on the pages of textbooks, is an important component of the didactic process in materials for learning the business language, and the approach to interculturality may differ depending on the target culture and status of the foreign language taught (Italian vs English, modern lingua franca).
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Crăciun, Maria. "Text and Image in Children’s Literature in Communist Romania." Études bibliologiques/Library Research Studies 3, no. 3 (2021): 111–45. http://dx.doi.org/10.33993/eb.2021.08.
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Based on the detailed iconographic analysis of a set of black and white tonal designs intended to illustrate an excerpt from Victor Hugo’s novel Les Misérables focused on the story of Cosette, this study attempts to explore the reasons why this book was deemed suitable for children and, at the same time, discuss the means deployed in order to render it accessible to a young readership. The study thus explores the role of the visual in communication strategies, but also the relationship between text and image, focusing on the more emotional and perhaps more complex messages conveyed by the ‘illustrations’, particularly through postures, gestures and the gaze, bestowing on the image an autonomous status and perhaps even a hegemonic position in relation to the text. A second layer of the analysis deals with the stylistic options of the artist who produced the graphics for the book. Although Iacob Desideriu’s biography is difficult to reconstruct, the essay attempts to place the artist’s work within the Expressionist paradigm, which may have travelled from Germany, Dresden and Berlin, to Bessarabia and, eventually Bucharest. The study aims to consider the function of these images, as they seem to transcend didactic and straightforwardly propagandistic purposes and engage in a complex and strongly affective dialogue with the young recipient. It is the contention of this essay that stylistic choices, the abandonment of Socialist Realism in favour of an adapted version of Expressionism redefined the purpose of the images, distancing it from the purely didactic and rendering it more accommodating to the affective and interpelative. Taking into account their interpelative function, the present study attempts to go beyond an analysis of images as mere illustrations, completely subordinate or, at best, complementary to the text, and approach them as a different way to render meaning and elicit responses from the target audience. Ultimately, besides illustrating the difficulties encountered by artists in a totalitarian regime by examining an individual and the designs he produced for one specific book, this study may contribute to the debates on the suitability and/or usefulness of iconography as a method beyond the borders of the early modern times, argue for the importance of the visual as a means of communication and perhaps bring images in children’s books to the fore of discussions concerning art during the communist period.
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Ho, Jasmine Cheuk Ying, Hollis Haotian Chai, Bella Weijia Luo, Edward Chin Man Lo, Michelle Zeping Huang, and Chun Hung Chu. "An Overview of Dentist–Patient Communication in Quality Dental Care." Dentistry Journal 13, no. 1 (January 14, 2025): 31. https://doi.org/10.3390/dj13010031.
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Dentist–patient communication is at the core of providing quality dental care. This study aims to review the importance, challenges, strategies, and training of dentist–patient communication. The World Dental Federation (FDI) emphasizes the importance of effective communication between oral healthcare providers and patients as a critical component of high-quality care. Effective dentist–patient communication allows dentists to accurately and effectively pass on essential medical information to patients. It improves the dentist’s efficiency, boosts self-confidence, reduces occupational stress, and minimizes the risks of complaint or litigation. Moreover, it alleviates dental anxiety and fear, helps build trust between dentists and patients, addresses patients’ needs and preferences, increases patients’ adherence to improved treatment outcomes, and ultimately leads to enhanced patient satisfaction. Nonetheless, it has been widely acknowledged that dentists universally encounter the repercussions arising from suboptimal communication strategies. Time constraints, difficulties in establishing rapport, the oral-health illiteracy of the patients, the poor communication skills of the dentists, dentists’ perceptions, and language barriers often hinder dentist–patient communication. Dentists should take the patient-centered approach as a premise and acquire verbal and non-verbal communication skills to overcome these communication barriers. The patient-centered approach comprises the understanding of patients’ illness, shared decision-making, and intervention with mindfulness of the patient’s own pace. Simple, succinct, and jargon-free language should be used in verbal communication. Proper body postures and gestures are fundamental for showing positive attitudes towards patients. Communication training for dental students should involve a structured pedagogical approach that includes didactic instruction, role-playing exercises, patient interviewing, and ongoing assessments. Key components of effective communication skills training in dental education include motivational interviewing, open-ended questioning, affirmations, reflective listening, and summaries to enhance patient engagement and adherence to treatment plans.
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Petrova, Krasimira. "Vocal Gestures and Interjections as Part of the Speech Portrait of the Characters in Bulgarian Cartoons." Journal of Bulgarian Language 71, PRIL (March 30, 2024): 155–66. http://dx.doi.org/10.47810/bl.71.24.pr.10.
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Initial ideas for a multi-aspect analysis of vocal gestures (as an indication of a physiological reaction) and interjections (as linguistic signs) in the Bulgarian language on material from Bulgarian cartoons (The Three Fools by D. Donev) are presented. Intonational layout, gestural accompaniment, context and situational conditioning help to identify the meaning and disambiguate vocal gestures. Cartoons are used as an analogue of the multimodal Russian corpus as a source of illustrative examples. E. I. Grishina's methodology for describing vocal gestures in the Russian language and the possibilities of its application for the analysis of similar units in Bulgarian cartoons are examined. A classification of verbal gestures is presented, consisting of three groups: 1) exclamations, 2) interjections, 3) particles. Examples from cartoons can be used as illustrative material. They have a significant hitherto unused research, scientific-applied, linguistic didactic potential.
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Tarigan, Fatin Nadifa. "COMPARISON OF WESTERN AND INDONESIAN GESTURES IN COMMUNICATION : SOCIOLINGUISTICS STUDY." Journal of English Education and Linguistics 2, no. 1 (June 12, 2021): 9–17. http://dx.doi.org/10.56874/jeel.v2i1.400.
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Gestures serve different purposes in language. Nevertheless people find difficulties to learn and to understand the gestures due to the speakers of languages in certain cultures that use “gestures” can change the meaning or the meaning conveyed. This study deals with non-verbal communication strategies named gesture used in Indonesian and Western communication. The objectives of study are to describe the meaning of gestures and to find out the types of gestures used by Indonesian and Western people when communicating in Talk Show. This study applied descriptive qualitative method. The research instrument was video recorder. The data analysis showed that there were 5 types of symbolic movement, 11 types of illustrative movement, 7 types of emotion revealing movement , 3 types of modulation movement, 3 types of adaptable movement. The result of descriptive analysis showed that gestures have big roles in communication either in Indonesian and Western People. Some gestures have similar meaning both of cultures. However sometimes every country has their different meaning of gestures. Therefore, it is necessary to take care before using gestures in other cultures.
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Ehtesham-Ul-Haque, Md, and Syed Masum Billah. "Abacus Gestures." Proceedings of the ACM on Interactive, Mobile, Wearable and Ubiquitous Technologies 7, no. 3 (September 27, 2023): 1–30. http://dx.doi.org/10.1145/3610898.
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Designing an extensive set of mid-air gestures that are both easy to learn and perform quickly presents a significant challenge. Further complicating this challenge is achieving high-accuracy detection of such gestures using commonly available hardware, like a 2D commodity camera. Previous work often proposed smaller, application-specific gesture sets, requiring specialized hardware and struggling with adaptability across diverse environments. Addressing these limitations, this paper introduces Abacus Gestures, a comprehensive collection of 100 mid-air gestures. Drawing on the metaphor of Finger Abacus counting, gestures are formed from various combinations of open and closed fingers, each assigned different values. We developed an algorithm using an off-the-shelf computer vision library capable of detecting these gestures from a 2D commodity camera feed with an accuracy exceeding 98% for palms facing the camera and 95% for palms facing the body. We assessed the detection accuracy, ease of learning, and usability of these gestures in a user study involving 20 participants. The study found that participants could learn Abacus Gestures within five minutes after executing just 15 gestures and could recall them after a four-month interval. Additionally, most participants developed motor memory for these gestures after performing 100 gestures. Most of the gestures were easy to execute with the designated finger combinations, and the flexibility in executing the gestures using multiple finger combinations further enhanced the usability. Based on these findings, we created a taxonomy that categorizes Abacus Gestures into five groups based on motor memory development and three difficulty levels according to their ease of execution. Finally, we provided design guidelines and proposed potential use cases for Abacus Gestures in the realm of mid-air interaction.
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Voss Roberts, Michelle. "Kenotic Gestures." Interreligious Studies and Intercultural Theology 3, no. 1-2 (April 5, 2019): 198–218. http://dx.doi.org/10.1558/isit.36643.
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Christians sometimes take Christ's ken?sis, or self-emptying, as the pattern for Christian love of God and neighbor. Feminist critics suspect that this model reinforces unhealthy gender norms and oppressive power structures and contest the nature and extent of this template. Interreligious study can shed light on the debate. The Gau??ya Vai??ava tradition employs the categories of Indian aesthetic theory to explain how types of loving devotion (bhakti rasa) toward Krishna are evoked and expressed. The subordinate and peaceful modes of love for Krishna can serve as a heuristic for understanding Sarah Coakley's and Cynthia Bourgeault's retrievals of ken?sis in spiritual practice. A comparative reading suggests that objections to Coakley's version, which resembles the subordinate love of God, are more intractable due to the rootedness of its aesthetic in oppressive human experiences, while Bourgeault's reclamation of ken?sis aligns with a peaceful or meditative mode of love that feminists may more readily appreciate.
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Talley, Linda, and Samuel Temple. "How leaders influence followers through the use of nonverbal communication." Leadership & Organization Development Journal 36, no. 1 (March 2, 2015): 69–80. http://dx.doi.org/10.1108/lodj-07-2013-0107.
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Purpose – The purpose of this paper is to address the relationship between a leader’s use of nonverbal immediacy (specific hand gestures) and followers’ attraction to the leader. This study provides initial evidence that certain hand gestures are more effective than others at creating immediacy between leaders and followers. Design/methodology/approach – In an experimental study, participants (male=89; female=121) were shown one of three videos of an actor, as leader, using three positive hand gestures, three defensive hand gestures, and no hand gestures, which have not been previously operationalized (and were grouped arbitrarily by the experimenter). Three hypotheses were tested using a 3×2 ANOVA (by group and gender) for main and interactional effects. Findings – The independent variable, positive hand gestures (M=2.4), was perceived by participants as more immediate than the other two independent variables, defensive hand gestures (M=−19.2) or no hand gestures (M=−21.6). Analysis of data indicate that participants perceived leaders with no hand gestures and defensive hand gestures to be distant or non-immediate and the leader with positive hand gestures to be more immediate or attractive. Research limitations/implications – This study is limited as a pilot study establishing differences between specific hand gestures for the first time. Practical implications – The research provides initial evidence that the hand gestures arbitrarily defined as “positive” create more immediacy between the followers and the leader than usage of “negative” gestures and no gestures. Social implications – The current research can act as a motivator for leaders to fast forward relationships with followers through the use of specific hand gestures. Originality/value – The results suggest the possibility that some hand gestures are more effective than others.
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Heldiana Ferly, Nonny Zakiyanita, Eric Dwi Putra, and Marsidi Marsidi. "Identify Mathematical Gestures of Deaf Students in Solving Mathematics Problems." Journal of Education and Learning Mathematics Research (JELMaR) 5, no. 1 (June 10, 2024): 66–75. http://dx.doi.org/10.37303/jelmar.v5i1.147.
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Gestures that can help students communicate mathematically can be called gestures. This study aims to find out gestures that can help deaf students when solving math problems. This research uses a descriptive approach with a qualitative research type. The data sources used are test questions, observations, and interviews. This research was conducted at SLB ABC Balung with the subject of research as many as 2 SMALB students. The results of this study show that both subjects have their own characteristics when working on the problem. The first student prefers to count using movements assisted by scribbles, while the second student prefers to use hand gestures. In the first student, gestures occurred 38 times, consisting of iconic gestures 17 times, metaphorical gestures 10 times, and deictic gestures 11 times. In the second student, gestures occurred 40 times, consisting of iconic gestures 13 times, metaphorical gestures 5 times, and deictic gestures 22 times. Based on the results of this study, the gesture most often used when deaf students solve the problem is the deictic gesture, which occurs 33 times, and the gesture that appears the least is the metaphorical gesture, which occurs 15 times.
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Xiao, Yiqi, Ke Miao, and Chenhan Jiang. "Mapping Directional Mid-Air Unistroke Gestures to Interaction Commands: A User Elicitation and Evaluation Study." Symmetry 13, no. 10 (October 13, 2021): 1926. http://dx.doi.org/10.3390/sym13101926.
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A stroke is the basic limb movement that both humans and animals naturally and repetitiously perform. Having been introduced into gestural interaction, mid-air stroke gestures saw a wide application range and quite intuitive use. In this paper, we present an approach for building command-to-gesture mapping that exploits the semantic association between interactive commands and the directions of mid-air unistroke gestures. Directional unistroke gestures make use of the symmetry of the semantics of commands, which makes a more systematic gesture set for users’ cognition and reduces the number of gestures users need to learn. However, the learnability of the directional unistroke gestures is varying with different commands. Through a user elicitation study, a gesture set containing eight directional mid-air unistroke gestures was selected by subjective ratings of the direction in respect to its association degree with the corresponding command. We evaluated this gesture set in a following study to investigate the learnability issue, and the directional mid-air unistroke gestures and user-preferred freehand gestures were compared. Our findings can offer preliminary evidence that “return”, “save”, “turn-off” and “mute” are the interaction commands more applicable to using directional mid-air unistrokes, which may have implication for the design of mid-air gestures in human–computer interaction.
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Nordgren, Pia M. "Precursors of language development in ASC: A longitudinal single-subject study of gestures in relation to phonetic prosody." Journal of Intellectual Disabilities 23, no. 1 (May 26, 2017): 19–38. http://dx.doi.org/10.1177/1744629517710999.
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We longitudinally investigated the development of deictic and general accompanying gestures in one 5-year-old boy with autism spectrum condition (ASC) and intellectual disability. The investigation was performed during an intervention focusing on phonological segments. The purpose was to see whether gestures developed in conjunction with language. We found that deictic and general accompanying gestures increased during the study, despite not being trained. There was also a positive temporal correlation between deictic gestures and speech. Contrary to the expectations in this case, declarative gestures were frequent and increased, while imperative decreased during the period of intervention. Furthermore, we detected a specific kind of general accompanying non-context-sensitive gestures that may be involved in the retrieval of phonemes and syllables. Speech prosody was also analysed in relation to these gestures.
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K, Srinivas, and Manoj Kumar Rajagopal. "STUDY OF HAND GESTURE RECOGNITION AND CLASSIFICATION." Asian Journal of Pharmaceutical and Clinical Research 10, no. 13 (April 1, 2017): 25. http://dx.doi.org/10.22159/ajpcr.2017.v10s1.19540.
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To recognize different hand gestures and achieve efficient classification to understand static and dynamic hand movements used for communications.Static and dynamic hand movements are first captured using gesture recognition devices including Kinect device, hand movement sensors, connecting electrodes, and accelerometers. These gestures are processed using hand gesture recognition algorithms such as multivariate fuzzy decision tree, hidden Markov models (HMM), dynamic time warping framework, latent regression forest, support vector machine, and surface electromyogram. Hand movements made by both single and double hands are captured by gesture capture devices with proper illumination conditions. These captured gestures are processed for occlusions and fingers close interactions for identification of right gesture and to classify the gesture and ignore the intermittent gestures. Real-time hand gestures recognition needs robust algorithms like HMM to detect only the intended gesture. Classified gestures are then compared for the effectiveness with training and tested standard datasets like sign language alphabets and KTH datasets. Hand gesture recognition plays a very important role in some of the applications such as sign language recognition, robotics, television control, rehabilitation, and music orchestration.
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Lüke, Carina, and Ute Ritterfeld. "The influence of iconic and arbitrary gestures on novel word learning in children with and without SLI." Gesture 14, no. 2 (December 31, 2014): 204–25. http://dx.doi.org/10.1075/gest.14.2.04luk.
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Two experiments were conducted to investigate the role of gestures on novel word learning in preschoolers. In Study 1, 20 children at the average age of 4;9 years were given novel words under 3 conditions: with support of iconic gestures; arbitrary gestures; no gestures, exemplifying a within-subject design. Results indicate scaffolding effects of both types of gestures in comparison to the control condition. No indication of gesture type effects could be observed even in children who were old enough to understand the iconicity of iconic gestures. Study 2 was implemented to further test the scaffolding effect of gestures vs. no gestures in children with SLI (n = 20) — but this time only iconic gestures were used. A between-subjects design was followed, using matched groups. Slow mapping was observed in addition to fast mapping within a 5-week-intervention period. Results confirm the scaffolding effect of iconic gestures on slow mapping in the clinical sample.
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Li, Wing Ho Andy, Kening Zhu, and Hongbo Fu. "Exploring the Design Space of Bezel-Initiated Gestures for Mobile Interaction." International Journal of Mobile Human Computer Interaction 9, no. 1 (January 2017): 16–29. http://dx.doi.org/10.4018/ijmhci.2017010102.
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Bezel enables useful gestures supplementary to primary surface gestures for mobile interaction. However, the existing works mainly focus on researcher-designed gestures, which utilized only a subset of the design space. In order to explore the design space, the authors present a modified elicitation study, during which the participants designed bezel-initiated gestures for four sets of tasks. Different from traditional elicitation studies, theirs encourages participants to design new gestures. The authors do not focus on individual tasks or gestures, but perform a detailed analysis of the collected gestures as a whole, and provide findings which could benefit designers of bezel-initiated gestures.
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Martin-Gutierrez, Jorge, and Marta Sylvia Del Rio Guerra. "Analysing Touchscreen Gestures: A Study Based on Individuals with Down Syndrome Centred on Design for All." Sensors 21, no. 4 (February 13, 2021): 1328. http://dx.doi.org/10.3390/s21041328.
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There has been a conscious shift towards developing increasingly inclusive applications. However, despite this fact, most research has focused on supporting those with visual or hearing impairments and less attention has been paid to cognitive impairments. The purpose of this study is to analyse touch gestures used for touchscreens and identify which gestures are suitable for individuals living with Down syndrome (DS) or other forms of physical or cognitive impairments. With this information, app developers can satisfy Design for All (DfA) requirements by selecting adequate gestures from existing lists of gesture sets. Twenty touch gestures were defined for this study and a sample group containing eighteen individuals with Down syndrome was used. A tool was developed to measure the performance of touch gestures and participants were asked to perform simple tasks that involved the repeated use of these twenty gestures. Three variables are analysed to establish whether they influence the success rates or completion times of gestures, as they could have a collateral effect on the skill with which gestures are performed. These variables are Gender, Type of Down syndrome, and Socioeconomic Status. Analysis reveals that significant difference is present when a pairwise comparison is performed, meaning individuals with DS cannot perform all gestures with the same ease. The variables Gender and Socioeconomic Status do not influence success rates or completion times, but Type of DS does.
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Bruce, Susan M., Allison Mann, Chelsea Jones, and Mary Gavin. "Gestures Expressed by Children who are Congenitally Deaf-Blind: Topography, Rate, and Function." Journal of Visual Impairment & Blindness 101, no. 10 (October 2007): 637–52. http://dx.doi.org/10.1177/0145482x0710101010.
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This descriptive study examined the topography, rate, and function of gestures expressed by seven children who are congenitally deaf-blind. Participants expressed a total of 44 conventional and idiosyncratic gestures. They expressed 6–13 communicative functions through gestures and 7 functions through a single type of gesture. They also expressed idiosyncratic gestures and used specific gestures for functions other than those that are typically associated with those gestures.
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Silpani, Dian Christy, Keishi Suematsu, and Kaori Yoshida. "A Feasibility Study on Hand Gesture Intention Interpretation Based on Gesture Detection and Speech Recognition." Journal of Advanced Computational Intelligence and Intelligent Informatics 26, no. 3 (May 20, 2022): 375–81. http://dx.doi.org/10.20965/jaciii.2022.p0375.
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In this paper, considering the characteristics of hand gestures that occur during a natural, unscripted human conversation, we report the results of experiments involving the data analysis of the video recordings of experiments. The recorded conversations between two subjects and the assistant in the experiments (the first author) are analyzed for findings that might be useful to future human-robot interaction (HRI), findings regarding the recognition of hand gestures in natural conversations. In the experiment, hand gestures that appeared naturally during the conversations were manually selected, and their elapsed times and number of appearances were analyzed. In addition, these unscripted conversations were analyzed with a voice recognition system, and the meanings of the hand gestures that appear in the recorded video were interpreted. It was observed that some gestures were made consciously and others unconsciously. Some gestures appeared multiple times with similar meanings and the same intention, especially gestures involving pointing at something to emphasize a sentence or word. Other observations included that there were times when (i) each subject made different hand gestures to convey the same meaning, (ii) both subjects made the same hand gesture but intended different meanings, and (iii) a specific gesture was made by the same subject but with different intended meanings. After considering the results of these experiments, we conclude that it is better to combine gestures with the utterances at the time in order to interpret their intended meanings correctly.
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Gao, Wa, Shi Jin, Wanli Zhai, Shiyi Shen, Yuan Tian, and Jing Zhang. "Study on the Design of a Non-Contact Interaction System Using Gestures: Framework and Case Study." Sustainability 16, no. 21 (October 27, 2024): 9335. http://dx.doi.org/10.3390/su16219335.
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The interaction patterns are constantly changing as the rapid development in technology. The non-contact interaction system using gestures is becoming important in human-computer interaction nowadays. This paper illustrates a design framework of a non-contact interaction system using gestures, which fully considers the approach to fit non-contact gestures into the system. The corresponding user requirements were investigated by surveys, and the universal design guide of non-contact gestures was summarized by statistical analysis. A case study was illustrated for key points of the developed design framework. The scheme, including interaction architecture, gesture definition, and user interface design, was described. The rapid prototyping was built. Evaluations, including eye-tracking measurements and tests of system usability, were implemented and analyzed by statistical methods to present suggestions of iterative design. The feasibility of the developed framework was verified. By statistical methods, the relationship between the interaction usability and the user’s perception for information was discussed, and the user’s perception for the display of dynamic and static gestures was analyzed. The results provide a clear approach to satisfy user’s preferences and improve the interaction quality for non-contact interaction systems using gestures, and furnish empirical grounding for sustainably devising similar interaction systems.
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Diepstra, Heidi, Sandra E. Trehub, Alice Eriks-Brophy, and Pascal HHM van Lieshout. "Imitation of Non-Speech Oral Gestures by 8-Month-Old Infants." Language and Speech 60, no. 1 (August 3, 2016): 154–66. http://dx.doi.org/10.1177/0023830916647080.
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This study investigates the oral gestures of 8-month-old infants in response to audiovisual presentation of lip and tongue smacks. Infants exhibited more lip gestures than tongue gestures following adult lip smacks and more tongue gestures than lip gestures following adult tongue smacks. The findings, which are consistent with predictions from Articulatory Phonology, imply that 8-month-old infants are capable of producing goal-directed oral gestures by matching the articulatory organ of an adult model.
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Cavicchio, Federica, and Maria Grazia Busà. "Lending a hand to speech." Language, Interaction and Acquisition 14, no. 2 (December 31, 2023): 218–46. http://dx.doi.org/10.1075/lia.22023.cav.
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Abstract This study examines the effect of gestures on second language (L2) pitch measures and fluency in storytelling tasks. It is well documented that L2 learners commonly use gestures in conversations and storytelling. Research has shown that gestures benefit L2 word learning and recall, but it is still unclear to what extent gestures affect speech fluency and pitch range. We compared a series of speech fluency and pitch measures across two storytelling tasks: task repetition and explicit instruction on the use of gestures. By analysing the use of gestures in these tasks, we provide insights on how gestures can help L2 fluency and intonation.
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Crais, Elizabeth, Diane Day Douglas, and Cheryl Cox Campbell. "The Intersection of the Development of Gestures and Intentionality." Journal of Speech, Language, and Hearing Research 47, no. 3 (June 2004): 678–94. http://dx.doi.org/10.1044/1092-4388(2004/052).
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This study examined the development of deictic and representational gestures in 12 typically developing children from 6 to 24 months of age. Gestures were categorized into J. Bruner’s (1981) 3 broad (and 8 specific) communicative functions: behavior regulation (i.e., requesting objects, requesting actions, protesting), joint attention (i.e., commenting, requesting information), and social interaction (i.e., representational gestures, attention seeking, social games). Ongoing parental completion of researcher-created gesture recording forms and monthly researcher observational confirmation were used to capture the emergence and consistent use of targeted gestures. Within each specific functional category, a hierarchy of development was documented for the gestures and behaviors used to signal that intent. This study provides rich detail as to the order of emergence of common deictic and representational gestures and their relationship to other preceding and concomitant behaviors that children use to signal their intentions. Furthermore, the results document younger ages of emergence, in comparison with previous studies, for most of the targeted gestures and provide insight into the controversy in the literature regarding the relative emergence of declarative and imperative gestures. KEY WORDS: gestures, intentionality, communication development
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Urrohimah, Aulia, and Ista Maharsi. "An Observational Study of Teacher’s Gestures in EFL Classroom." Tell : Teaching of English Language and Literature Journal 10, no. 2 (September 30, 2022): 84. http://dx.doi.org/10.30651/tell.v10i2.13231.
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Verbal utterances and nonverbal utterances are acknowledged to be semantically and pragmatically coexpressive. Previous theories reveal that gestures are useful for teacher’s conceptual planning of messages and student’s comprehension and learning motivation. This study is carried out using an observational study and aimed to give insight into the use of gestures by EFL teacher during the teaching in the language classroom. An Islamic senior high school EFL teacher with a bilingual classroom become the participant of this study. A video recording is put on the back of the classroom aimed to capture the teacher’s gestures and the teacher and the students’ interaction, an audio recording is placed on the teacher’s front table, and the researcher is on the corner of the classroom to observe the teaching process synchronously. The data collected were transcribed then analysed using AS-Unit for recognizing the English utterances and the categorization of gestures was adopted from Wang and Loewen (2016). The finding elaboratively describes the use of gestures (i.e., iconics, metaphorics, deictics, beats, head movements, affect displays, kinetographs, and emblems) produced by the teacher in her classroom utterances. The finding shows that the gestures take a big part in supporting the teacher as speaker in teacher’s complex lexical retrieval. Also, the visual of the use gestures is provided. Therefore, the result of this study serves as a teaching reflection and can be employed as a model to provide language learning comprehensible input in the language classroom.
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Gulyamova, O. "Non-verbal Means of Communication in the Turkish Language and Their Corresponding Expressions." Bulletin of Science and Practice 6, no. 6 (June 15, 2020): 373–77. http://dx.doi.org/10.33619/2414-2948/55/50.
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The article attempts to describe the gestures used by the representatives of Turkish culture and to classify them by comparing them with Russian gestures. While analyzing gestures, the principle of lacunarity, the absence of a phenomenon in a comparable language, was taken into account. The material of the study was the observation of the process of communication of representatives of various cultures with native speakers of the Turkish language, an analysis of literature, from which one could draw descriptions of certain gestures, materials of modern media. The research methodology is based on a comparative analysis of two languages in an asynchronous context. The study of gestures led to the following results: 1) the vast majority of gestures are lacunas (which have no analogs in another culture) for a representative of Russian culture; 2) gestures close in execution have distinctive features that do not allow them to be equated to Russian gestures in full. The possible coincidence of gestures in the aspect of execution, an increase in the number of borrowed gestures from Western cultures, once again proves that it is a nonverbal culture that is a ‘living substance’, influenced by cultural and socio-political changes in society. Nevertheless, in spite of this, today it is possible to establish and describe purely Turkish gestures, which are an integral part of communication with representatives of Turkish culture.
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Ovendale, Alice, Heather Brookes, Jean-Marc Colletta, and Zain Davis. "The role of gestural polysigns and gestural sequences in teaching mathematical concepts." Gesture 17, no. 1 (October 19, 2018): 128–57. http://dx.doi.org/10.1075/gest.00013.ove.
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Abstract 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.
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Putri, Reta Eksa, Dwi Noviani Sulisawati, and Eric Dwi Putra. "Student Gestures when Solving Local Wisdom-Based Mathematics Problems." Journal of Education and Learning Mathematics Research (JELMaR) 4, no. 2 (November 13, 2023): 105–13. http://dx.doi.org/10.37303/jelmar.v4i2.113.
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When solving math problems, students make spontaneous movements called gestures. The purpose of this research is to find out the variations of gestures that appear when students solve math problems related to rotational geometry based on local wisdom. The qualitative approach used in this research is a descriptive research type. Test questions, documentation results, observations, and interviews were used as research instruments. The subjects of this study were four students in class XI for the 2022/2023 academic year at SMA Negeri Balung. The results showed that the group of students with high abilities used gestures more than students with low abilities. Students with high ability in solving math problems use 11 iconic gestures, 8 metaphoric gestures, and 24 deictic gestures. Meanwhile, the group of students with low abilities used 7 iconic gestures, 6 metaphoric gestures, and 12 deictic gestures. Based on the distribution of the number of student gestures when solving math problems, the gesture that appears the most is the deictic gesture, and the one that appears the least is the metaphoric gesture.
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Wu, Bowen, Chaoran Liu, Carlos Toshinori Ishi, and Hiroshi Ishiguro. "Modeling the Conditional Distribution of Co-Speech Upper Body Gesture Jointly Using Conditional-GAN and Unrolled-GAN." Electronics 10, no. 3 (January 20, 2021): 228. http://dx.doi.org/10.3390/electronics10030228.
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Co-speech gestures are a crucial, non-verbal modality for humans to communicate. Social agents also need this capability to be more human-like and comprehensive. This study aims to model the distribution of gestures conditioned on human speech features. Unlike previous studies that try to find injective functions that map speech to gestures, we propose a novel, conditional GAN-based generative model to not only convert speech into gestures but also to approximate the distribution of gestures conditioned on speech through parameterization. An objective evaluation and user study show that the proposed model outperformed the existing deterministic model, indicating that generative models can approximate real patterns of co-speech gestures better than the existing deterministic model. Our results suggest that it is critical to consider the nature of randomness when modeling co-speech gestures.
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Wilks-Smith, Naomi. "USING GESTURES: INTENTIONAL TEACHING GESTURES AS AN L2 FACILITATIVE TOOL." LLT Journal: A Journal on Language and Language Teaching 25, no. 1 (May 17, 2022): 277–94. http://dx.doi.org/10.24071/llt.v25i1.4549.
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Gestures used for classroom pedagogical purposes, or Intentional Teaching Gestures (ITG), are often used in second language (L2) programs, however, little is known of their impact on L2 learning. This study of students’ use of ITG was carried out to address the impact of ITG on L2 learning in a primary school context. The research approach combined a naturalistic inquiry in a case study school with mixed methods to investigate students’ use of ITG and patterns of use. This article examines the data relating to students’ use of ITG in two oral language tasks. Findings reveal that more students used ITG when orally telling a narrative that had been introduced to them with ITG and when viewing ITG. Students used ITG to demonstrate meaning and to support language retrieval and ITG use often preceded oral production. The findings highlight the cognitive role of ITG in language recall and as the primary mode of communicating meaning when there is a gesture-word mismatch. Learners’ use of ITG provide insights into their stage of language development and their language gaps and are useful as a diagnostic tool for teachers. The findings contribute practical understandings towards language teaching pedagogy and practice.
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Katagami, Daisuke, Yusuke Ikeda, and Katsumi Nitta. "Behavior Generation and Evaluation of Negotiation Agent Based on Negotiation Dialogue Instances." Journal of Advanced Computational Intelligence and Intelligent Informatics 14, no. 7 (November 20, 2010): 840–51. http://dx.doi.org/10.20965/jaciii.2010.p0840.
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This study focuses on gestures negotiation dialogs. Analyzing the situation/gesture relationship, we suggest how to enable agents to conduct adequate human-like gestures and evaluated whether an agent’s gestures could give an impression similar to those by a human being. We collected negotiation dialogs to study common human gestures. We studied gesture frequency in different situations and extracted gestures with high frequency, making an agent gesture module based on the number of characteristics. Using a questionnaire, we evaluated the impressions of gestures by human users and agents, confirming that the agent expresses the same state of mind as the human being by generating an adequately human-like gesture.
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Fronda, Giulia. "Mirroring and brain connectivity of gesture observation." Neuropsychological Trends, no. 30 (November 2021): 79–105. http://dx.doi.org/10.7358/neur-2021-030-fron.
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Non-verbal communication involves di rent channels, as gestures, to communicate different information. The present study aims investigating the electrophysiological (EEG) correlates underlying the use of affective, social, and informative gestures during gesture observation by an encoder (who observed to reproduce the gestures successively) and decoder (who simply observed the gestures). Mirroring mechanisms were considered for a gesture observation task. Results showed an increase of frontal alpha, delta, and theta brain responsiveness and intra-brain connectivity for affective and social gestures. and of posterior (temporo-parietal) alpha activity and alpha and delta intra-brain connectivity for informative ones. Concerning inter-agents' role, similar responses were found for all gestures. Regarding gesture valence, an increase of delta and theta activity was observed for positive gestures on the left cerebral side. This study, therefore, revealed the function of gestures' type and valence in influencing individuals' brain activity, showing the presence of mirroring mechanisms underlying gesture observation.
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Anu, S., R. Babitha, and N. Muthukumaravel. "Role of speech associated gestures of the teacher in Medical education a comparative study." National Journal of Clinical Anatomy 02, no. 03 (July 2013): 150–57. http://dx.doi.org/10.1055/s-0039-3401711.
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Abstract Background and aim: Gestures are generally hand or body movements that express the feelings and intentions. It's a universal feature of communication and is tightly timed with speech. Gesture and Speech combine to reveal meaning that is not fully captured in one modality alone, as they share a common neural relationship. Many earlier studies have revealed the importance of gestures in improving learning in school children. Studies on the role of gestures in improving the learning skill in medicine are scarce. This study was carried out to find out whether gesturing improved the learning outcome of medical students. Materials and methods: Ninety four students from first MBBS batch were recruited and randomized in to four groups A,B,C and D. Group A and B (Topic I (n=46)) consists of 23 students each, whereas group C and D (Topic II (n=48)) consists of 24 students each. Group A and C who were taught with gestures formed the study group; Group B and D taught without gestures acted as control. Two lectures on two different topics were taken for both the study and the control groups without any audiovisual aids for 20 minutes during tutorial time in the department of Physiology and the results were analyzed statistically using Wilcoxan Ranksum test. Result : Results of the study on two lecture topics showed that the scores of the students taught with gestures was higher with a p value of 0.005 and 0.0248 than those taught without gestures both immediately as well as a week after the lecture. Conclusion : Gestures do have a definite role in improving learning in medical students. Along with other teaching aids, gestures should also become an integral part of teaching.
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Rinaldi, Pasquale, Arianna Bello, Francesca Romana Lasorsa, and Maria Cristina Caselli. "Do Spoken Vocabulary and Gestural Production Distinguish Children with Transient Language Delay from Children Who Will Show Developmental Language Disorder? A Pilot Study." International Journal of Environmental Research and Public Health 19, no. 7 (March 23, 2022): 3822. http://dx.doi.org/10.3390/ijerph19073822.
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The literature on the role of gestures in children with language delay (LD) is partial and controversial. The present study explores gestural production and modality of expression in children with LD and semantic and temporal relationships between gestures and words in gesture + word combinations. Thirty-three children participated (mean age, 26 months), who were recruited through a screening programme for LD. Cognitive skills, lexical abilities, and the use of spontaneous gestures in a naming task were evaluated when the children were 32 months old. When the children were 78 months old, their parents were interviewed to collect information about an eventual diagnosis of developmental language disorder (DLD). According to these data, the children fell into three groups: children with typical development (n = 13), children with LD who did not show DLD (transient LD; n = 9), and children with LD who showed DLD (n = 11). No significant differences emerged between the three groups for cognitive and lexical skills (comprehension and production), for number of gestures spontaneously produced, and for the sematic relationships between gestures and words. Differences emerged in the modality of expression, where children with transient LD produced more unimodal gestural utterances than typical-development children, and in the temporal relationships between gestures and words, where the children who would show DLD provided more frequent representational gestures before the spoken answer than typical-development children. We suggest a different function for gestures in children with T-LD, who used representational gestures to replace the spoken word they were not yet able to produce, and in children with LD-DLD, who used representational gestures to access spoken words.
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Carmo, Joana C., Raffaella I. Rumiati, Roma Siugzdaite, and Paolo Brambilla. "Preserved Imitation of Known Gestures in Children with High-Functioning Autism." ISRN Neurology 2013 (August 25, 2013): 1–8. http://dx.doi.org/10.1155/2013/751516.
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It has been suggested that children with autism are particularly deficient at imitating novel gestures or gestures without goals. In the present study, we asked high-functioning autistic children and age-matched typically developing children to imitate several types of gestures that could be either already known or novel to them. Known gestures either conveyed a communicative meaning (i.e., intransitive) or involved the use of objects (i.e., transitive). We observed a significant interaction between gesture type and group of participants, with children with autism performing known gestures better than novel gestures. However, imitation of intransitive and transitive gestures did not differ across groups. These findings are discussed in light of a dual-route model for action imitation.
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Khatin-Zadeh, Omid, Danyal Farsani, and Florencia Reali. "A Study of Using Metaphoric and Beat Gestures with Motion-Based and Non-Motion-Based Metaphors during Retelling Stories." Behavioral Sciences 12, no. 5 (April 29, 2022): 129. http://dx.doi.org/10.3390/bs12050129.
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In this paper, we classify metaphors into four categories: motion-based metaphors, static space-based metaphors, static object-based metaphors, and static event-based metaphors. Then, a study that investigated the use of gestures with these types of metaphors is reported. The aim was to examine how these types of metaphors are used with metaphoric and beat gestures during the process of re-telling stories. The participants of the study listened to three audio stories. Each story contained two motion-based metaphors, two static space-based metaphors, two static object-based metaphors, and two static event-based metaphors. After listening to each story, they had to retell the stories in front of a camera. The videos were analyzed to determine the number of metaphoric gestures and beat gestures that had been used by participants during the retelling of the stories. The results showed that the highest number of metaphoric gestures had been used with static space-based metaphors. This was followed by motion-based metaphors, static object-based metaphors, and static event-based metaphors, respectively. On the other hand, the highest number of beat gestures was used with static event-based metaphors. These findings indicate that the use of metaphoric gestures and beat gestures accompanying metaphors is highly dependent on the spatial and motoric properties of the base of the metaphors, which supports the idea of embodied metaphor comprehension.
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Causse, René E., and Vincent Freour. "Study of brass performer gestures." Journal of the Acoustical Society of America 123, no. 5 (May 2008): 3658. http://dx.doi.org/10.1121/1.2934967.
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Lorenza, Dina, and M. Imauddin. "Mengidentifikasi Gesture Siswa dalam Menyelesaikan Soal Matematika Siswa Kelas VII di SMP N 2 Ampek Angkek." Journal on Education 5, no. 3 (February 6, 2023): 7491–99. http://dx.doi.org/10.31004/joe.v5i3.1539.
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Learning activities are basically communication activities because in the learning process, teachers and students are involved in the process of delivering messages, using media, and receiving messages. Gestures are spontaneous movements of the hands or body which generally occur during face-to-face conversations. The movement is a gesture to convey a message in the form of an impression in a way that words cannot. Gestures are divided into four main categories, namely (1) iconic gestures, (2) metaphoric gestures, (3) deitic gestures and (4) beat gestures. The purpose of this study was to find out what gestures were made by class VII students of SMP N 2 Ampek Angkek during the learning process. The type of research conducted is descriptive qualitative. Sampling of this study used the Proposive Sampling technique. Data collection was carried out by observation, interviews, and video. It was concluded that students used iconic gestures 30 times, deictic gestures 25 times, and metaphoric gestures 5 times when solving math problems in comparative material. The benefits of this gesture are carried out by students who explain material in solving mathematical problems, among others, to focus attention on the intended object, describe the object being thought of, focus attention on the object being discussed, and concretize the idea being thought of. The use of gestures can also make it easier for students or listeners to understand and easily understand the material being studied or the information conveyed.
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Sulistyorini, Yunis. "GESTUR DALAM PEMBELAJARAN MATEMATIKA MATERI IRISAN KERUCUT DAN KOORDINAT POLAR." SUPERMAT (JURNAL PENDIDIKAN MATEMATIKA) 3, no. 1 (July 29, 2019): 1–9. http://dx.doi.org/10.33627/sm.v3i1.147.
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Gestures played a role in the learning of mathematics, especially in the Sliced Cone and Polar Coordinates material. Educators gestures associated with conceptual planning of the explanations and is the embodiment of knowledge and understanding of educators associated with the material being studied. The educators’ gestures were pointing gestures, representations and writing. Gestures appeared at the planning stage, especially the activities of peer teaching and learning implementation. Both of two steps related to the implementation of lesson study in math learning. Gestures accompanied explanations educators help to clarify, explain, and emphasize mathematical concepts in the material being studied.
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Radhi, Zainab Mohammed, Atyaf Hassan Ibrahim, and Liqaa Habeb Al-Obaydi. "A Pragmatic Study of Gestural Strategies in English Sport TV Interviews." JELITA 3, no. 2 (August 31, 2022): 109–28. https://doi.org/10.56185/jelita.v3i2.106.
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Gestures and speech are significant features that collaborate to create meaning in an interaction. The current study aims to investigate the use of these gestural strategies in English sport TV interviews. This study is based on the hypothesis that interlocutors in TV interviews employ various gesture strategies. The selected interviews have been analyzed in the light of an eclectic model based on model Kulkarni (2013) and Searle (1979). The former is used to analyze the various types of body movements and gesticulation, while the latter is used to analyze gestures as speech acts. The results of the selected interviews revealed that gestural strategies are closely tied to the context of situation. Each gesture performs a specific speech act. The interlocutors in sport interviews express their feelings and attitudes through gestures in an efficient manner. They use gestures to express agreement, openness, sympathy, grief and anxiety. In sport interviews, the interlocutors use gestures freely by moving their hands, arms, heads, and every other part of their bodies.
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Im, Suyeon, and Stefan Baumann. "Probabilistic relation between co-speech gestures, pitch accents and information status." Proceedings of the Linguistic Society of America 5, no. 1 (March 23, 2020): 685. http://dx.doi.org/10.3765/plsa.v5i1.4755.
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This study investigates the occurrence of co-speech gestures as a function of prosodic prominence (pitch accents) and discourse meaning (information status) in a clear and engaging speech style. Among several types of co-speech gestures, we examine non-referential gestures, which are claimed to be prosodic in nature (Shattuck-Hufnagel & Ren 2018). In particular, we want to find out to what extent these gestures co-occur with specific accent types and whether they are used to encode referential, lexical, or contrastive information. Our results show that the occurrence of gestures was highest for L+H*, followed by H*, !H*, and unaccented words. Gestures were accompanied by L* only in continuations. Also, co-speech gestures were more likely to occur with new or accessible, and especially contrastive, information than with given information. The patterns differed between the referential and lexical level of information status, though. In general, this study suggests that co-speech gestures contribute to the probabilistic encoding of a word’s information status in conjunction with pitch accents.
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Beck Nielsen, Søren. "Silence gestures revisited." Gesture 19, no. 2-3 (December 31, 2020): 246–68. http://dx.doi.org/10.1075/gest.20022.bec.
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Abstract This paper revives an interest in a gestural phenomenon: silence gestures, that is, cases where speakers suspend talk and produce a gesture in momentary silence. Earlier research noted this phenomenon, but largely left interactional details unaddressed. Consequently, we have known of the phenomenon for a long time, but known very little about how interactants use it. This study applies conversation analysis to elucidate silence gestures as they appear during naturally occurring Danish interaction. Two classes are considered: i) silence gestures that occur during word search processes and ii) ‘no-problem’ silence gestures. Analysis of the first class offers more nuances to previous assumptions about its affiliation with process difficulties and turn-taking dynamics. Analysis of the second class disconfirms the belief that silence gestures foremost relate to speech difficulties. It reveals that speakers actively postpone or suspend speech production to achieve a turn-intra pauses, which enables them to momentarily foreground the gestural act.
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Choi, Yoon-Sung, Seung-Urn Choe, and Chan-Jong Kim. "Examining Middle School Students’ Gestures on Geological Field Trips." Asia-Pacific Science Education 6, no. 1 (June 30, 2020): 97–115. http://dx.doi.org/10.1163/23641177-bja10002.
Full textAbstract:
Abstract The purpose of this study was to examine middle school students’ gestures during a geological field trip. Previous research on gestures has focused on understanding human development and exploring students’ gestures can be helpful in improving understanding of students’ communication in learning environments. In this study, middle school students from a gifted education center engaged in fieldwork along the Hantan-River to learn about and explain river formation processes. Using hermeneutics to interpret meaning from student gestures, researchers identified three types of frequently used gestures: deictic, imageable, and depictive, which served either a social communication purpose (explaining, asking, insisting, and giving evidence) or science communication purposes (visualization and temporal or spatial). Researchers offer implications about the role of gestures for helping novice learners communicate geoscience content and about the potential for gestures to be used by educators as an instructional resource for learners.