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Journal articles on the topic 'Pointing gestures'
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1
Ruth-Hirrel, Laura, and Sherman Wilcox. "Speech-gesture constructions in cognitive grammar: The case of beats and points." Cognitive Linguistics 29, no. 3 (August 28, 2018): 453–93. http://dx.doi.org/10.1515/cog-2017-0116.
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AbstractThe current study uses principles from Cognitive Grammar to better account for the symbolic integration of gesture and speech. Drawing on data collected from language use, we examine the use of two attention-directing strategies that are expressed through gesture, beats and pointing. It has been claimed that beats convey no semantic information. We propose that beat gestures are symbolic structures. It has also been noted that beats are often overlaid on other gestures. To date, however, no detailed explanation has been offered to account for the conceptual and phonological integration of beats with other co-expressed gestures. In this paper, we explore the integration of beats and pointing gestures as complex gestural expressions. We find that simple beat gestures, as well as beat gestures co-expressed with pointing gestures, are used to direct attention to meanings in speech that are associated with salient components of stancetaking acts. Our account further reveals a symbolic motivation for the apparent “superimposing” of beats onto pointing gestures. By closely examining actual usage events, we take an initial step toward demonstrating how the symbolic elements of both beats and points are integrated in multimodal constructions.
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de Marchena, Ashley B., and Inge-Marie Eigsti. "Context counts." Gesture 14, no. 3 (December 31, 2014): 375–93. http://dx.doi.org/10.1075/gest.14.3.05mar.
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Co-speech gestures in autism spectrum disorder (ASD) are poorly understood. Historically, all gestures were thought to be reduced in this social-communicative disorder; however, reduced gestures have not been consistently demonstrated in the empirical literature. Just as protodeclarative pointing is reduced in young children with ASD, while protoimperative pointing is not, the varied functions of co-speech gesture may explain these mixed findings. Verbally fluent adolescents with ASD (n = 18) and controls (n = 18) completed a narrative task and a standardized executive function task. Gestures on the narrative task, which serve a wide range of social and cognitive functions, were reduced in ASD. Gestures on the executive function task, which serve primarily cognitive functions, were increased in ASD. Gesture function may be the best predictor of the presence or absence of gesture in ASD. Despite reduced social-communicative gestures, individuals with ASD may benefit from gesture’s internal, cognitive functions.
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Antinoro Pizzuto, Elena, and Micaela Capobianco. "Is pointing “just” pointing?" Dimensions of gesture 8, no. 1 (May 15, 2008): 82–103. http://dx.doi.org/10.1075/gest.8.1.07piz.
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This paper examines the nature and properties of gestural and vocal deixis in verbal languages (VL) and signed languages (SL). We focus on two classes of pointing gestures which we argue need to be distinguished: (1) prototypical ostensive printings directing an interlocutor’s visual attention towards extralinguistic objects; (2) pointings to self and to one’s own addressee expressing person reference distinctions similar to those expressed by spoken pronouns. Drawing on previous work on SL and VL, and on new evidence on the development of deictic gestures and words for demonstrative vs. person reference in hearing children, we show how the two classes of pointings we explore convey indexical relationships of different complexity, and thus need to be distinguished in order to achieve a more appropriate understanding of gestural deixis, and of its relationship with vocal and, more generally, linguistic deixis.
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Peeters, David, Mingyuan Chu, Judith Holler, Peter Hagoort, and Aslı Özyürek. "Electrophysiological and Kinematic Correlates of Communicative Intent in the Planning and Production of Pointing Gestures and Speech." Journal of Cognitive Neuroscience 27, no. 12 (December 2015): 2352–68. http://dx.doi.org/10.1162/jocn_a_00865.
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In everyday human communication, we often express our communicative intentions by manually pointing out referents in the material world around us to an addressee, often in tight synchronization with referential speech. This study investigated whether and how the kinematic form of index finger pointing gestures is shaped by the gesturer's communicative intentions and how this is modulated by the presence of concurrently produced speech. Furthermore, we explored the neural mechanisms underpinning the planning of communicative pointing gestures and speech. Two experiments were carried out in which participants pointed at referents for an addressee while the informativeness of their gestures and speech was varied. Kinematic and electrophysiological data were recorded online. It was found that participants prolonged the duration of the stroke and poststroke hold phase of their gesture to be more communicative, in particular when the gesture was carrying the main informational burden in their multimodal utterance. Frontal and P300 effects in the ERPs suggested the importance of intentional and modality-independent attentional mechanisms during the planning phase of informative pointing gestures. These findings contribute to a better understanding of the complex interplay between action, attention, intention, and language in the production of pointing gestures, a communicative act core to human interaction.
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Olthuis, Raimey, John van der Kamp, Koen Lemmink, and Simone Caljouw. "Touchscreen Pointing and Swiping: The Effect of Background Cues and Target Visibility." Motor Control 24, no. 3 (July 1, 2020): 422–34. http://dx.doi.org/10.1123/mc.2019-0096.
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By assessing the precision of gestural interactions with touchscreen targets, the authors investigate how the type of gesture, target location, and scene visibility impact movement endpoints. Participants made visually and memory-guided pointing and swiping gestures with a stylus to targets located in a semicircle. Specific differences in aiming errors were identified between swiping and pointing. In particular, participants overshot the target more when swiping than when pointing and swiping endpoints showed a stronger bias toward the oblique than pointing gestures. As expected, the authors also found specific differences between conditions with and without delays. Overall, the authors observed an influence on movement execution from each of the three parameters studied and uncovered that the information used to guide movement appears to be gesture specific.
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Cochet, Hélène, and Jacques Vauclair. "Features of spontaneous pointing gestures in toddlers." Gesture 10, no. 1 (September 16, 2010): 86–107. http://dx.doi.org/10.1075/gest.10.1.05coc.
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This study investigated the production of spontaneous pointing gestures in 26 toddlers, who were observed during free play time at day nursery. Pointing gestures and their different features (e.g., handedness, vocalizations, form and function of gesture) were recorded for a total observation time of 100 hours. Results revealed that the vast majority of pointing gestures were right-handed and accompanied by vocalizations, emphasizing the tight interconnection between speech and gesture from an early stage of development. Whole-hand gestures were more frequently used in imperative contexts, whereas index extensions were more frequently produced in declarative ones. Moreover, the use of declarative gestures and index extensions were found to increase with age. Implications concerning the origins of imperative and declarative pointing are discussed.
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Tempelmann, Sebastian, Juliane Kaminski, and Katja Liebal. "When apes point the finger." Interaction Studies 14, no. 1 (May 6, 2013): 7–23. http://dx.doi.org/10.1075/is.14.1.02tem.
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In contrast to apes’ seemingly sophisticated skill at producing pointing gestures referentially, the comprehension of other individual’s pointing gestures as a source of indexical information seems to be less pronounced.One reason for apes’ difficulty at comprehending pointing gestures might be that in former studies they were mainly confronted with human declarative pointing gestures, whereas apes have largely been shown to point imperatively and towards humans. In the present study bonobos, chimpanzees and orangutans were confronted with a conspecific’s imperative pointing gesture in a competitive context, therefore mirroring former studies that have investigated apes’ skills at producing these gestures.However, apes in the present study did not use their conspecific’s pointing gestures. Apes have been shown to use indexical information when provided noncommunicatively and to interpret other individuals’ actions in terms of motives. Thus, it is discussed whether apes treat a pointing gesture as intentional act of indexical reference.
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Cochet, Hélène, and Jacques Vauclair. "Pointing gesture in young children." Gesture and Multimodal Development 10, no. 2-3 (December 31, 2010): 129–49. http://dx.doi.org/10.1075/gest.10.2-3.02coc.
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This paper provides an overview of recent studies that have investigated the development of pointing behaviors in infants and toddlers. First, we focus on deictic gestures and their role in language development, taking into account the different hand shapes and the different functions of pointing, and examining the cognitive abilities that may or may not be associated with the production of pointing gestures. Second, we try to demonstrate that when a distinction is made between pointing gestures and manipulative activities, the study of children’s hand preference can help to highlight the development of speech-gesture links.
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Monaghan, Leila. "Lynn S. Messing & Ruth Campbell (eds.), Gesture, speech, and sign. Oxford: Oxford University Press, 1999. Pp. xxv + 227. Hb $85.00." Language in Society 31, no. 1 (January 2002): 125–28. http://dx.doi.org/10.1017/s004740450223105x.
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Lynn Messing and Ruth Campbell's Gesture, speech and sign provides an interesting overview of the fields of gesture and sign language research, including work by a number of the best-known names in the field. The strongest chapters have fascinating insights from psychology, neuropsychology, and Deaf studies on the interconnections between language and gesture. Paul Ekman catalogs different kinds of gestures found accompanying speech, including “emblems,” or socially learned gestures with consistent meaning like “the finger”; “illustrators,” like deictic pointing gestures; “manipulators,” which include scratching and fiddling with hair; “regulators,” the gestural equivalents of the “uh-huhs” and “mmms” of the attentive listener; and “emotional expressions” such as smiles and tears.
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Jarmołowicz-Nowikow, Ewa. "How Poles indicate people and objects, and what they think of certain forms of pointing gestures." Lingua Posnaniensis 56, no. 1 (July 24, 2015): 85–95. http://dx.doi.org/10.2478/linpo-2014-0005.
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Abstract The first gesture produced by children before they utter their first word has the form of an extended index finger. T his gesture is often described as a prototypical pointing gesture and is regarded as a universal display of intentional communication in most explored cultures (Volterra et al. 2011; Tomasello 2007). It is interesting, however, that in many cultures, a pointing gesture realized with index finger extended is regarded as rude, especially when made by adults or by children past the age of learning to speak. T he aim of this paper is to answer some questions concerning the form and usage of pointing gestures performed by native speakers of Polish. T his paper is focused on potential determinants of the form of pointing gestures, on the Polish cultural norms for indicating people and objects, as well as on the perception of pointing gestures. T he study is based on two experiments and a survey.
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Mechraoui, Amal, and Faridah Noor Binti Mohd Noor. "The direction giving pointing gestures of the Malay Malaysian speech community." Gesture 16, no. 1 (June 15, 2017): 68–99. http://dx.doi.org/10.1075/gest.16.1.03mec.
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Abstract When we speak, we do not only produce a chain of words and utterances, but we also perform various body movements that convey information. These movements are usually made with the hands and are what McNeill (1992) terms gestures. Although gesturing is universal, the way we gesture and the meanings we associate with gestures vary cross-culturally. Using a qualitative approach, this paper describes and illustrates the forms and functions of pointing gestures used by Malay speakers. The data discussed is based on 10 video recorded direction-giving interactions. Findings show that pointing among Malay speakers is achieved through the use of various manual pointing gestures and other bodily actions involving gaze, torso and head movements, which communicate distinct functions. This study has indicated that although some gesture forms and functions are shared among Malay speakers and other cultural groups, some direction-giving pointing behaviors are Malay specific.
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Kita, Sotaro, and James Essegbey. "Pointing left in Ghana." Gesture 1, no. 1 (December 31, 2001): 73–95. http://dx.doi.org/10.1075/gest.1.1.06kit.
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In Ghana, many peolple consider pointing by the left hand to be a taboo. We investigated consequences of this taboo on the Ghanaian gestural practice by observing gestures produced during naturalistic situations of giving route directions. First, there is a politeness convention to place the left hand on the lower back, as if to hide it from the interlocutor. Second, as a consequence of left-hand suppression, right-handed pointing may involve an anatomically staining position when indicating a leftward direction across the body. Third, pointing is sometimes performed with both hands together, which does not violate the taboo. Despite the taboo, left-handed pointing is not suppressed fully. Left-handed pointing gestures occur in association with the verbalization of the concept LEFT, suggesting the embodied nature of the concept. In addition, it is noteworthy that there is a class of left-handed gestures, which are so reduced in form that Ghanaians do not consider them as pointing for the purpose of the taboo.
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Guidetti, Michèle. "The emergence of pragmatics: forms and functions of conventional gestures in young French children." First Language 22, no. 3 (October 2002): 265–85. http://dx.doi.org/10.1177/014272370202206603.
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The purpose of this study was twofold: to examine the forms of conventional gestures used by young French children aged 16 to 36 months when interacting with their mothers in everyday situations, and to look at the functions of those gestures based on an adapted version of the classification system proposed in speech act theory. The results showed that the most frequent types of gestures were pointing, and gestures of agreement or refusal. Pointing increased with age, particularly between 16 and 24 months. Most of the pointing gestures were assertives, produced in combination with words or vocalizations. The mean number of assertive agreements rose with age, especially purely gestural ones.
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Suttora, Chiara, Annalisa Guarini, Mariagrazia Zuccarini, Arianna Aceti, Luigi Corvaglia, and Alessandra Sansavini. "Integrating Gestures and Words to Communicate in Full-Term and Low-Risk Preterm Late Talkers." International Journal of Environmental Research and Public Health 19, no. 7 (March 25, 2022): 3918. http://dx.doi.org/10.3390/ijerph19073918.
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Young children use gestures to practice communicative functions that foster their receptive and expressive linguistic skills. Studies investigating the use of gestures by late talkers are limited. This study aimed to investigate the use of gestures and gesture–word combinations and their associations with word comprehension and word and sentence production in late talkers. A further purpose was to examine whether a set of individual and environmental factors accounted for interindividual differences in late talkers’ gesture and gesture–word production. Sixty-one late talkers, including 35 full-term and 26 low-risk preterm children, participated in the study. Parents filled out the Italian short forms of the MacArthur–Bates Communicative Development Inventories (MB–CDI), “Gesture and Words” and “Words and Sentences” when their children were 30-months-old, and they were then invited to participate in a book-sharing session with their child. Children’s gestures and words produced during the book-sharing session were transcribed and coded into CHAT of CHILDES and analyzed with CLAN. Types of spontaneous gestures (pointing and representational gestures) and gesture–word combinations (complementary, equivalent, and supplementary) were coded. Measures of word tokens and MLU were also computed. Correlational analyses documented that children’s use of gesture–word combinations, particularly complementary and supplementary forms, in the book-sharing session was positively associated with linguistic skills both observed during the session (word tokens and MLU) and reported by parents (word comprehension, word production, and sentence production at the MB–CDI). Concerning individual factors, male gender was negatively associated with gesture and gesture–word use, as well as with MB–CDI action/gesture production. In contrast, having a low-risk preterm condition and being later-born were positively associated with the use of gestures and pointing gestures, and having a family history of language and/or learning disorders was positively associated with the use of representational gestures. Furthermore, a low-risk preterm status and a higher cognitive score were positively associated with gesture–word combinations, particularly complementary and supplementary types. With regard to environmental factors, older parental age was negatively associated with late talkers’ use of gestures and pointing gestures. Interindividual differences in late talkers’ gesture and gesture–word production were thus related to several intertwined individual and environmental factors. Among late talkers, use of gestures and gesture–word combinations represents a point of strength promoting receptive and expressive language acquisition.
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MORENO-NÚÑEZ, Ana, Cintia RODRÍGUEZ, and Edgardo MIRANDA-ZAPATA. "Getting away from the point: the emergence of ostensive gestures and their functions." Journal of Child Language 47, no. 3 (November 5, 2019): 556–78. http://dx.doi.org/10.1017/s0305000919000606.
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AbstractWithin developmental psychology, pointing gestures have received a great deal of attention, while ostensive gestures have been overlooked in terms of their emergence and intentionality. In a longitudinal and micro-genetic study with six children at 9, 11, and 13 months of age, we codified gesture production of children within second-by-second data frames. We identified 480 instances of gestures and categorised whether they were of ostensive, ostensive–indexical, or indexical nature. We specified the communicative function of each gesture by analysing the object involved and their circumstances of production. Data analysis include frequencies, binomial tests, proportion comparisons, and repeated measures ANOVA. We identified a phatic function in other-directed gestures, as well as exploratory and private functions in self-directed gestures. This has important implications for child development since ostensive gestures are easier to produce and to understand than pointing. The consideration of objects would be essential for defining the communicative function of gestures.
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Wong, Alex Ming Hui, and Dae-Ki Kang. "Stationary Hand Gesture Authentication Using Edit Distance on Finger Pointing Direction Interval." Scientific Programming 2016 (2016): 1–15. http://dx.doi.org/10.1155/2016/7427980.
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One of the latest authentication methods is by discerning human gestures. Previous research has shown that different people can develop distinct gesture behaviours even when executing the same gesture. Hand gesture is one of the most commonly used gestures in both communication and authentication research since it requires less room to perform as compared to other bodily gestures. There are different types of hand gesture and they have been researched by many researchers, but stationary hand gesture has yet to be thoroughly explored. There are a number of disadvantages and flaws in general hand gesture authentication such as reliability, usability, and computational cost. Although stationary hand gesture is not able to solve all these problems, it still provides more benefits and advantages over other hand gesture authentication methods, such as making gesture into a motion flow instead of trivial image capturing, and requires less room to perform, less vision cue needed during performance, and so forth. In this paper, we introduce stationary hand gesture authentication by implementing edit distance on finger pointing direction interval (ED-FPDI) from hand gesture to model behaviour-based authentication system. The accuracy rate of the proposed ED-FPDI shows promising results.
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Grose, Donovan Richard. "Gestures and Adaptive Niches." Hrvatska revija za rehabilitacijska istraživanja 58, Special Issue (October 12, 2022): 121–42. http://dx.doi.org/10.31299/hrri.58.si.7.
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This proposal presents an evolutionary analysis of three types of co-speech gestures: symbolic emblems, indexical pointing gestures and iconic representational gesticulations. Synthesizing insights from a range of published sources in gestural studies, general linguistics and sign language linguistics, primate studies and analyses of biological evolution, these gestures are analyzed as evolved traits adapted to particular niches or roles within broader systems. Niche boundaries are comprised of an element’s distinct properties and functions, routes of learning and transmission and degrees of innateness and evolvability within populations. Rather than elements distributed along a flat productive-analytical continuum or as stages along diachronic pathways, these gestural traits are analyzed in terms of adaptive peaks and valleys with a landscape representing the broader system comprising human gesture and language. The same evolutionary processes are used to analyze gestures in speaking populations and the linguistic traits derived from gestures in signing populations. This approach offers new ways of approaching proposed linguistic universals and long-standing issues such as listability in sign languages, while offering a formal approach to gestures.
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Enfield, N. J. "‘Lip-pointing’." Gesture 1, no. 2 (July 11, 2002): 185–211. http://dx.doi.org/10.1075/gest.1.2.06enf.
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‘Lip-pointing’ is a widespread but little-documented form of deictic gesture, which may involve not just protruding one or both lips, but also raising the head, sticking out the chin, lifting the eyebrows, among other things. This paper discusses form and function of lip-pointing with reference to a set of examples collected on video in Laos. There are various parameters with respect to which the conventional form of a lip-pointing gesture may vary. There is also a range of ways in which lip-pointing gestures can be coordinated with other kinds of deictic gesture such as various forms of hand pointing. The attested coordinating/sequencing possibilities can be related to specific functional properties of lip-pointing among Lao speakers, particularly in the context of other forms of deictic gesture, which have different functional properties. It is argued that the ‘vector’ of lip-pointing is in fact defined by gaze, and that the lip-pointing action itself (like other kinds of ‘pointing’ involving the head area) is a ‘gaze-switch’, i.e. it indicates that the speaker is now pointing out something with his or her gaze. Finally, I consider the position of lip-pointing in the broader deictic gesture system of Lao speakers, firstly as a ‘lower register’ form, and secondly as a form of deictic gesture which may contrast with forms of hand pointing.
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Dwijayanti, Ida, I. Ketut Budayasa, and Tatag Yuli Eko Siswono. "Students' gestures in understanding algebraic concepts." Beta: Jurnal Tadris Matematika 12, no. 2 (November 30, 2019): 133–43. http://dx.doi.org/10.20414/betajtm.v12i2.307.
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[English]: The purpose of this qualitative exploratory study was to analyze students’ gestures in understanding algebraic expression. It involved 59 7th-grade students in Semarang city, Indonesia. Students’ gestures were identified through interviews and observations, then analyzed in three stages: data condensation, data display, and drawing and verifying conclusion. Time triangulation was utilized to assure data validity. The results showed that students employed: (1) direct gestures as a representation of coefficients and variables in the form of hand movements forming the shape of objects that they recognize in the everyday environment, (2) indirect gestures as a representation of coefficients and variables in the form of hand movements as if forming the shape of objects that they recognize in the daily environment then followed by consistent and repetitive hand movements as a representation of the coefficients, (3) direct gesture representing constants in the form of hand movements forming a specific number, and (4) writing gestures and pointing gestures to strengthen the explanation given. The present study concludes that the gestures made by the students in understanding the concepts of algebraic expression consist of representation, pointing, and writing. This study yields an important description of students' gestures and types of gestures about the algebraic concept, which provide a further understanding of the topic.
Keywords: Gesture, Conceptual understanding, Algebra
[Bahasa]: Penelitian kualitatif ini bertujuan untuk menganalisis gestur siswa dalam memahami bentuk aljabar. Penelitian melibatkan 59 siswa di salah satu SMP di Semarang. Data gestur siswa diidentifikasi melalui observasi dan wawancara kemudian dianalisis melalui tahapan kondensasi data, penyajian data, dan penarikan dan verifikasi simpulan. Verifikasi keabsahan data dilakukan menggunakan teknik triangulasi waktu. Hasil penelitian menunjukkan bahwa siswa menggunakan (1) gestur langsung sebagai perwujudan pemahaman konsep koefisien dan variabel dalam bentuk gerakan tangan yang membentuk objek yang dikenali dalam lingkungan sehari-hari, (2) gestur tidak langsung sebagai representasi koefisien dan variabel dalam bentuk gerakan tangan seolah-olah membentuk objek yang dikenali dalam lingkungan sehari-hari kemudian diikuti oleh gerakan tangan yang konsisten dan berulang sebagai representasi koefisien, (3) gestur langsung yang menjadi representasi konstanta melalui gerakan tangan membentuk angka tertentu, dan (4) gestur menulis dan menunjuk untuk memperkuat penjelasan yang diberikan. Penelitian ini menyimpulkan bahwa gestur yang dibentuk siswa dalam memahami konsep bentuk aljabar terdiri dari gestur representasi (gestur representasi langsung dan tidak langsung), gestur menunjuk, dan gestur menulis. Penelitian ini menghasilkan deskripsi penting tentang gestur dan jenis gestur siswa tentang konsep aljabar yang memberikan pemahaman lebih lanjut tentang topik tersebut.
Kata kunci: Gestur, Pemahaman konsep, Aljabar
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Dindar, Katja, Terhi Korkiakangas, Aarno Laitila, and Eija Kärnä. "Facilitating joint attention with salient pointing in interactions involving children with autism spectrum disorder." Gesture 15, no. 3 (November 28, 2016): 372–403. http://dx.doi.org/10.1075/gest.15.3.06din.
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Children with autism spectrum disorder (ASD) reportedly have difficulties in responding to bids for joint attention, notably in following pointing gestures. Previous studies have predominantly built on structured observation measures and predefined coding categories to measure children’s responsiveness to gestures. However, how these gestures are designed and what detailed interactional work they can accomplish have received less attention. In this paper, we use a multimodal approach to conversation analysis (CA) to investigate how educators design their use of pointing in interactions involving school-aged children with ASD or autistic features. The analysis shows that pointing had specific sequential implications for the children beyond mere attention sharing. Occasionally, the co-occurring talk and pointing led to ambiguities when a child was interpreting their interactional connotations, specifically when the pointing gesture lacked salience. The study demonstrates that the CA approach can increase understanding of how to facilitate the establishment of joint attention.
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Fricke, Ellen. "Origo, pointing, and speech." Gesture 2, no. 2 (December 31, 2002): 207–26. http://dx.doi.org/10.1075/gest.2.2.05fri.
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What happens to linguistic deixis theory if co-speech gestures are considered? In this paper I will argue for a redefined concept of origo. It allows us to eliminate a contradiction inherent in the origo instantiation of local deixis between the verbal and gestural levels. The contradiction demonstrated in my example is that, for the same conceptual relation, the origo of the verbal level is allocated to the addressee, whereas the origo of the gestural level is allocated to the speaker himself. The electronic edition of this article includes audio-visual data.
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Hassemer, Julius, and Leland McCleary. "The multidimensionality of pointing." Gesture 17, no. 3 (December 31, 2018): 417–63. http://dx.doi.org/10.1075/gest.17018.has.
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Abstract 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.
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Vallotton, Claire D. "Support or competition?" Gesture and Multimodal Development 10, no. 2-3 (December 31, 2010): 150–71. http://dx.doi.org/10.1075/gest.10.2-3.03val.
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Dynamic Skills Theory (DST) posits that skills within domains may promote or suppress other skills as they first develop, resulting in spurts of growth in one skill concurrently with regression in another. I test this premise by examining development of two preverbal representational skills: manual pointing and symbolic gestures. Pointing is a robust early communicative gesture, indicating infants’ awareness of others’ attention, but limited in ability to represent infants’ conceptual repertoires as they grow beyond the immediate environment. Symbolic gestures are more specific but less flexible representational tools. Both skills predict language, yet no study has addressed the effects of these skills on each other. I observed the gesturing behavior of 10 infants over 8 months in a gesture-rich environment to test the effects of each skill on the other. Supporting DST, results show early pointing predicted earlier, but not more, symbolic gesturing, while symbolic gesturing did suppress pointing frequency.
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Gunter, Thomas C., and J. E. Douglas Weinbrenner. "When to Take a Gesture Seriously: On How We Use and Prioritize Communicative Cues." Journal of Cognitive Neuroscience 29, no. 8 (August 2017): 1355–67. http://dx.doi.org/10.1162/jocn_a_01125.
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When people talk, their speech is often accompanied by gestures. Although it is known that co-speech gestures can influence face-to-face communication, it is currently unclear to what extent they are actively used and under which premises they are prioritized to facilitate communication. We investigated these open questions in two experiments that varied how pointing gestures disambiguate the utterances of an interlocutor. Participants, whose event-related brain responses were measured, watched a video, where an actress was interviewed about, for instance, classical literature (e.g., Goethe and Shakespeare). While responding, the actress pointed systematically to the left side to refer to, for example, Goethe, or to the right to refer to Shakespeare. Her final statement was ambiguous and combined with a pointing gesture. The P600 pattern found in Experiment 1 revealed that, when pointing was unreliable, gestures were only monitored for their cue validity and not used for reference tracking related to the ambiguity. However, when pointing was a valid cue (Experiment 2), it was used for reference tracking, as indicated by a reduced N400 for pointing. In summary, these findings suggest that a general prioritization mechanism is in use that constantly monitors and evaluates the use of communicative cues against communicative priors on the basis of accumulated error information.
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Heliasz-Nowosielska, Celina. "Interactional gestures as soccer celebrations." Gesture 20, no. 1 (November 22, 2021): 63–102. http://dx.doi.org/10.1075/gest.19023.hel.
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Abstract The article presents a variety of gesture types used as celebrations during or after soccer matches and explains the forms, meaning, reference and functions of the gestures as a semiotic phenomenon. The qualitative analysis of media images and comments on celebratory performances shows that pre-planned, creative celebrations, including trademarks or signatures, which have recently overshadowed spontaneous, conventionalized displays of affect, take the form of interactional gestures of different types: performatives, regulators, pointing, icons, metaphors, pantomime, emblems or signs, as well as the form of compositions of gestures, such as icons and pointing. During the match, gestures of all the above types serve to display affects and take on other new functions. Also, even gestures like regulators, identified in literature as conversational ones, are used without the accompanying speech. A disintegrated speech context for the interpretation of the meaning and reference of celebratory gestures is provided in after-match media discourse.
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Lüke, Carina, Ute Ritterfeld, Angela Grimminger, Ulf Liszkowski, and Katharina J. Rohlfing. "Development of Pointing Gestures in Children With Typical and Delayed Language Acquisition." Journal of Speech, Language, and Hearing Research 60, no. 11 (November 9, 2017): 3185–97. http://dx.doi.org/10.1044/2017_jslhr-l-16-0129.
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Purpose This longitudinal study compared the development of hand and index-finger pointing in children with typical language development (TD) and children with language delay (LD). First, we examined whether the number and the form of pointing gestures during the second year of life are potential indicators of later LD. Second, we analyzed the influence of caregivers' gestural and verbal input on children's communicative development. Method Thirty children with TD and 10 children with LD were observed together with their primary caregivers in a seminatural setting in 5 sessions between the ages of 12 and 21 months. Language skills were assessed at 24 months. Results Compared with children with TD, children with LD used fewer index-finger points at 12 and 14 months but more pointing gestures in total at 21 months. There were no significant differences in verbal or gestural input between caregivers of children with or without LD. Conclusions Using more index-finger points at the beginning of the second year of life is associated with TD, whereas using more pointing gestures at the end of the second year of life is associated with delayed acquisition. Neither the verbal nor gestural input of caregivers accounted for differences in children's skills.
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Haviland, John B. "Early Pointing Gestures in Zincantan." Journal of Linguistic Anthropology 8, no. 2 (December 1998): 162–96. http://dx.doi.org/10.1525/jlin.1998.8.2.162.
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Frobenius, Maximiliane. "Pointing gestures in video blogs." Text & Talk 33, no. 1 (January 25, 2013): 1–23. http://dx.doi.org/10.1515/text-2013-0001.
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AbstractVideo blogs are a form of CMC (computer-mediated communication) that feature speakers who talk into a camera, and thereby produce a viewer-directed performance. Pointing gestures are part of the resources that the medium affords to design vlogs for the absent recipients. Based on a corpus of 40 vlogs, this research categorizes different kinds of common pointing actions in vlogs. Close analysis reveals the role multimodal factors such as gaze and body posture play along with deictic gestures and verbal reference in the production of a viewer-directed monologue. Those instances where vloggers point at referents outside the video frame, e.g., elements of the Web site that represent alternative modes of communication, such as written comments, receive particular attention in the present study, as they require mutual knowledge about the shared virtual context the vlog is situated in.
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Tamura, Eichi, Yoshihiro Yamashita, Taisei Yamashita, Eri Sato-Shimokawara, and Toru Yamaguchi. "Movement Operation Interaction System for Mobility Robot Using Finger-Pointing Recognition." Journal of Advanced Computational Intelligence and Intelligent Informatics 21, no. 4 (July 20, 2017): 709–15. http://dx.doi.org/10.20965/jaciii.2017.p0709.
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Finger pointing is an intuitive method for people to direct a robot to move to a certain location. We propose a system that enables the movement operation of a mobility robot by using finger-pointing gestures for an automatic and intuitive driving experience. We employ a method to recognize gestures by using video images from a USB camera mounted on a wearable device. Our method does not require the use of infrared sensors. Three movement commands for forward motion, turning, and stopping are chosen based on gesture recognition, face orientation detection, and an intelligent safety system. We experimentally demonstrate the usefulness of the system using a scooter-type mobility robot.
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Cooperrider, Kensy, and Rafael Núñez. "Across time, across the body." Gesture 9, no. 2 (September 30, 2009): 181–206. http://dx.doi.org/10.1075/gest.9.2.02coo.
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Talk about time is commonly accompanied by co-speech gesture. Though much recent work has looked at how time is construed as space in the languages of the world, few studies have examined temporal gestures in any detail. Our focus is on a particular pattern among American English speakers — transversal temporal gestures — in which time is conceptualized as moving from left to right across the body. Based on numerous examples elicited in a controlled observational paradigm, we suggest a classification of American English speakers’ transversal temporal gestures into five types — placing, pointing, duration-marking, bridging, and animating — and provide examples of each type. Discussion focuses on the following three topics: the usefulness of quasi-experimental approaches for the study of gesture; variation in temporal gestures across cultures; and how temporal gestures fit into a broader understanding of metaphorical gestures.
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Liszkowski, Ulf. "Before L1." Gestures in language development 8, no. 2 (August 4, 2008): 180–96. http://dx.doi.org/10.1075/gest.8.2.04lis.
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This paper investigates the social-cognitive and motivational complexities underlying prelinguistic infants’ gestural communication. With regard to deictic referential gestures, new and recent experimental evidence shows that infant pointing is a complex communicative act based on social-cognitive skills and cooperative motives. With regard to infant representational gestures, findings suggest the need to re-interpret these gestures as initially non-symbolic gestural social acts. Based on the available empirical evidence, the paper argues that deictic referential communication emerges as a foundation of human communication first in gestures, already before language. Representational symbolic communication, instead, emerges as a transformation of deictic communication first in the vocal modality and, perhaps, in gestures through non-symbolic, socially situated routines.
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Sowińska, Agnieszka, and Monika Boruta-Żywiczyńska. "Gestures in patients’ presentation of medically unexplained symptoms (MUS)." Gesture 19, no. 1 (December 31, 2020): 97–127. http://dx.doi.org/10.1075/gest.17011.sow.
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Abstract The aim of this paper is to explore speech-accompanying gesture use in presentation of medically unexplained symptoms (MUS). The data are 19 video-filmed semi-structured interviews with patients presenting MUS. Four patterns of gestural behaviors are established in symptom presentation: (1) No gesturing; (2) Overall low gesture rate; (3) Overall high gesture rate with low rate for symptoms; (4) Overall high gesture rate with high rate for symptoms. The patients with overall low gesture rate tend to perform deictic gestures, pointing to exact locations of the symptoms; those with overall high gesture rate and low symptom rate produce metaphorics, and those who gesticulate at high rates – mainly iconics and metaphorics. Although exact factors that lead to the four types of gesturing patterns are unclear, the findings encourage medical professionals to attend to the information in gesture use in order to obtain a better understanding of the patient’s experience of MUS.
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Franco, Fabia, and George Butterworth. "Pointing and social awareness: declaring and requesting in the second year." Journal of Child Language 23, no. 2 (June 1996): 307–36. http://dx.doi.org/10.1017/s0305000900008813.
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ABSTRACTThe production of pointing and other gestures (e.g. reaching or indicative gestures) by 47 infants aged 1; 0 to 1; 6 was investigated in two experiments contrasting declarative-referential vs. imperative-instrumental conditions of communication. A further group of seven infants aged 0; 10 was examined in order to highlight pre-pointing transitional phenomena. Data analyses concerned gestures and associated vocalizations and visual checking with a social partner. Results show that gestures are produced differentially in the experimental conditions: while reaching is only produced in imperative-instrumental contexts, pointing is characteristic of declarative-referential contexts. The pattern of visual checking with the social partner also differentiates gestures; moreover, it shows developmental changes in the case of pointing. Results suggest that pointing relies on some awareness of ‘psychological’ processes (e.g. attention and sharing) in the other and the self, and that it is this which may account for the specific relevance of pointing for language development.
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OLSON, JANET, and ELISE FRANK MASUR. "Infants' gestures influence mothers' provision of object, action and internal state labels." Journal of Child Language 38, no. 5 (February 9, 2011): 1028–54. http://dx.doi.org/10.1017/s0305000910000565.
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ABSTRACTTwenty-four infants at 1 ; 1 and their mothers were videotaped for 18 minutes while playing. Infants' pointing, reaching and object-extending gestures were coded in three communicative intent contexts: proto-declarative, or commenting; proto-imperative, or requesting; and ambiguous. Mothers' responses to infants' gestures were coded as object labels, action labels, internal state labels and non-labeling utterances. Infants most often pointed in the proto-declarative and used object extensions in the proto-imperative context. Infants produced pointing and reaching equivalently in the ambiguous context. Mothers' responses included object labels more often in response to points than object extensions. In contrast, mothers provided action labels most often in response to object extensions. Mothers produced large proportions of internal state labels, although the type varied by gesture. Results suggest mothers' labels following infants' gestures may serve as a mechanism for vocabulary acquisition and internal state understanding.
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GU, YAN, YEQIU ZHENG, and MARC SWERTS. "Having a different pointing of view about the future: The effect of signs on co-speech gestures about time in Mandarin–CSL bimodal bilinguals." Bilingualism: Language and Cognition 22, no. 04 (August 1, 2018): 836–47. http://dx.doi.org/10.1017/s1366728918000652.
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Mandarin speakers often use gestures to represent time laterally, vertically, and sagittally. Chinese Sign Language (CSL) users also exploit signs for that purpose, and can differ from the gestures of Mandarin speakers in their choices of axes and direction of sagittal movements. The effects of sign language on co-speech gestures about time were investigated by comparing spontaneous temporal gestures of late bimodal bilinguals (Mandarin learners of CSL) and non-signing Mandarin speakers. Spontaneous gestures were elicited via a wordlist definition task. In addition to effects of temporal words on temporal gestures, results showed significant effects of sign. Compared with non-signers, late bimodal bilinguals (1) produced more sagittal but fewer lateral temporal gestures; and (2) exhibited a different temporal orientation of sagittal gestures, as they were more likely to gesture past events to their back. In conclusion, bodily experience of sign language can not only impact the nature of co-speech gestures, but also spatio-motoric thinking and abstract space-time mappings.
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Khatin-Zadeh, Omid, Jiehui Hu, Zahra Eskandari, Zhu Yanjiao, Danyal Farsani, and Hassan Banaruee. "Gestural Simulation of Motion Verbs." American Journal of Psychology 136, no. 4 (December 1, 2023): 349–66. http://dx.doi.org/10.5406/19398298.136.4.03.
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Abstract We aimed to investigate how the path of a motion verb is mentally simulated and realized in gestures when it is encoded in path-joined motion verbs (e.g., “enter the house”), path-disjoined motion verbs (e.g., “go into the house”), and pathless motion verbs (e.g., “walk in the street”). We conducted 2 studies to answer this question. In Study 1, we analyzed gestures produced by presenters in a set of YouTube videos. We used several chi-square tests to find out what type of gesture (path representational, non–path representational, beat, pointing gestures, and no-gesture) co-occurred more frequently with path-joined, path-disjoined, and pathless motion verbs. In Study 2, we analyzed gestures produced by a group of participants in a story-retelling setting. Both studies showed that path representational gestures co-occurred more frequently with path-joined motion verbs than path-disjoined and pathless motion verbs. Furthermore, the probability of using a path representational gesture with a path-joined motion verb having a human subject was higher than that having a nonhuman subject. Although the language difference in Study 1 and Study 2 might be a limitation, the consistency of results of the 2 studies suggests that the findings are generalizable. We suggest that gestural simulation of a motion verb is affected by how the direction or path of motion is encoded in the verb. When the path of motion is encoded in the main part of the verb, the motion and its path or direction are simultaneously simulated. This account implies that the motor system plays an active role in the process of simulating the path.
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Rowe, Meredith L. "Gesture, speech, and sign. Lynn Messing and Ruth Campbell (Eds.). New York: Oxford University Press, 1999. Pp. 227." Applied Psycholinguistics 22, no. 4 (December 2001): 643–47. http://dx.doi.org/10.1017/s0142716401224084.
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The study of gesture, especially its relationship to spoken and signed languages, has become a broadly studied topic for researchers from various fields, including neuropsychology, cognitive psychology, evolutionary psychology, human development, and communication disorders. One possible reason for the wide interest in gesture is its universality. People of all ages and cultures use gestures for various purposes. Young language-learning, hearing children often use gestures alone or in combination with speech to help express themselves to their interlocutors, for example, pointing to a desired object while saying “mine.” As a more striking example, deaf children in Nicaragua who had previously been unexposed to any conventional sign language, used gestures to develop home-sign systems that eventually developed into Nicaraguan Sign Language (Kegl, Senghas, & Coppola, 1999). On the other hand, gestures are often used in situations where the underlying purpose of the gesture is less clear. For example, people who are blind from birth are nonetheless found to gesture in conversation (Iverson & Goldin-Meadow, 1997), and adults gesture frequently, and often subconsciously, during conversations with one another. Despite their omnipresence, we know relatively little about gestures' origins, their relationship to language, and, in some instances, the purposes they serve.
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O’Madagain, Cathal, Gregor Kachel, and Brent Strickland. "The origin of pointing: Evidence for the touch hypothesis." Science Advances 5, no. 7 (July 2019): eaav2558. http://dx.doi.org/10.1126/sciadv.aav2558.
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Pointing gestures play a foundational role in human language, but up to now, we have not known where these gestures come from. Here, we investigated the hypothesis that pointing originates in touch. We found, first, that when pointing at a target, children and adults oriented their fingers not as though trying to create an “arrow” that picks out the target but instead as though they were aiming to touch it; second, that when pointing at a target at an angle, participants rotated their wrists to match that angle as they would if they were trying to touch the target; and last, that young children interpret pointing gestures as if they were attempts to touch things, not as arrows. These results provide the first substantial evidence that pointing originates in touch.
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ORTEGA, GERARDO, and ASLI ÖZYÜREK. "Types of iconicity and combinatorial strategies distinguish semantic categories in silent gesture across cultures." Language and Cognition 12, no. 1 (September 13, 2019): 84–113. http://dx.doi.org/10.1017/langcog.2019.28.
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abstractIn this study we explore whether different types of iconic gestures (i.e., acting, drawing, representing) and their combinations are used systematically to distinguish between different semantic categories in production and comprehension. In Study 1, we elicited silent gestures from Mexican and Dutch participants to represent concepts from three semantic categories: actions, manipulable objects, and non-manipulable objects. Both groups favoured the acting strategy to represent actions and manipulable objects; while non-manipulable objects were represented through the drawing strategy. Actions elicited primarily single gestures whereas objects elicited combinations of different types of iconic gestures as well as pointing. In Study 2, a different group of participants were shown gestures from Study 1 and were asked to guess their meaning. Single-gesture depictions for actions were more accurately guessed than for objects. Objects represented through two-gesture combinations (e.g., acting + drawing) were more accurately guessed than objects represented with a single gesture. We suggest iconicity is exploited to make direct links with a referent, but when it lends itself to ambiguity, individuals resort to combinatorial structures to clarify the intended referent. Iconicity and the need to communicate a clear signal shape the structure of silent gestures and this in turn supports comprehension.
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Chen, Zisheng. "The Development of Pointing Gestures in Children." Learning & Education 10, no. 7 (June 7, 2022): 80. http://dx.doi.org/10.18282/l-e.v10i7.2956.
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Pointing is seen as the cornerstone of human communication, and many researches have provided evidences for the fact
that human infant start to point before they can speak. However, these studies have often focused on the motivation and function
behind their pointing behaviors. This study investigated children pointing gesture development by administering a referential communication task. Our findings showed that children from five to six do much better than other children as they can successfully use
manual pointing to complete the task on the basis of understanding the task requirements.
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WU, ZHEN, and JULIE GROS-LOUIS. "Caregivers provide more labeling responses to infants' pointing than to infants' object-directed vocalizations." Journal of Child Language 42, no. 3 (June 13, 2014): 538–61. http://dx.doi.org/10.1017/s0305000914000221.
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ABSTRACTExisting studies have observed a robust relationship between infants' pointing gestures and language outcomes. By contrast, infants' overall vocal production is not related to language outcomes. One possible explanation for the association between pointing and language is that pointing gestures, as compared to vocalizations, may elicit more verbal responses from social partners that are facilitative for language learning. To test this, we observed forty-seven infants aged 1;0 during free play with their mothers and fathers separately to compare parents' verbal responses to infants' pointing gestures and object-directed vocalizations. Results showed that, compared to object-directed vocalizations, infants' pointing elicited more verbal responses from parents, particularly object labels. Moreover, mothers were more likely than fathers to provide labels. These results may help explain why pointing is associated with indices of language acquisition, but the production of vocalizations is not.
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Takahashi, Yasutake, Kyohei Yoshida, Fuminori Hibino, and Yoichiro Maeda. "Human Pointing Navigation Interface for Mobile Robot with Spherical Vision System." Journal of Advanced Computational Intelligence and Intelligent Informatics 15, no. 7 (September 20, 2011): 869–77. http://dx.doi.org/10.20965/jaciii.2011.p0869.
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Human-robot interaction requires intuitive interface that is not possible using devices, such as, the joystick or teaching pendant, which also require some trainings. Instruction by gesture is one example of an intuitive interfaces requiring no training, and pointing is one of the simplest gestures. We propose simple pointing recognition for a mobile robot having an upwarddirected camera system. The robot using this recognizes pointing and navigates through simple visual feedback control to where the user points. This paper explores the feasibility and utility of our proposal as shown by the results of a questionnaire on proposed and conventional interfaces.
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Ikhsan, Muhammad Khairi. "GESTURES USED BY THE STUDENTS IN GROUP PRESENTATION ACTIVITY IN SPEAKING CLASS." TELL-US JOURNAL 2, no. 2 (March 17, 2017): 85–94. http://dx.doi.org/10.22202/tus.2016.v2i2.1343.
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This paper explains about the use of gestures by students in group presentation. This research is descriptive research where the participant is the first year students of English Department of STKIP PGRI West Sumatra in academic year 2015/2016 in A and B class. The sampling technique used purposive sampling. The instrument of this research is observation. The result of this research is students used gestures in group presentation. Gestures are used in many situations such as when the students explain and deliver the information and opinions and also to give the instructions. Types of gesture which are stated by McNeill (1992), they are Iconic, Metaphoric, Deictic, and Beat gesture appear during process of group presentation. Iconic appears 12 times, this gesture has a function to describe the semantic information. Metaphoric appears 15 times, this gesture has a function to represent abstract content. Deictic appears 18 times, this gesture has a function to pointing and give the instructions. Beat appears 10 times, this gesture has a function help to find the words.
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Rusiewicz, Heather Leavy, Susan Shaiman, Jana M. Iverson, and Neil Szuminsky. "Effects of Prosody and Position on the Timing of Deictic Gestures." Journal of Speech, Language, and Hearing Research 56, no. 2 (April 2013): 458–70. http://dx.doi.org/10.1044/1092-4388(2012/11-0283).
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Purpose In this study, the authors investigated the hypothesis that the perceived tight temporal synchrony of speech and gesture is evidence of an integrated spoken language and manual gesture communication system. It was hypothesized that experimental manipulations of the spoken response would affect the timing of deictic gestures. Method The authors manipulated syllable position and contrastive stress in compound words in multiword utterances by using a repeated-measures design to investigate the degree of synchronization of speech and pointing gestures produced by 15 American English speakers. Acoustic measures were compared with the gesture movement recorded via capacitance. Results Although most participants began a gesture before the target word, the temporal parameters of the gesture changed as a function of syllable position and prosody. Syllables with contrastive stress in the 2nd position of compound words were the longest in duration and also most consistently affected the timing of gestures, as measured by several dependent measures. Conclusion Increasing the stress of a syllable significantly affected the timing of a corresponding gesture, notably for syllables in the 2nd position of words that would not typically be stressed. The findings highlight the need to consider the interaction of gestures and spoken language production from a motor-based perspective of coordination.
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Kinsbourne, Marcel. "Gestures as embodied cognition." Gesture, ritual and memory 6, no. 2 (October 16, 2006): 205–14. http://dx.doi.org/10.1075/gest.6.2.05kin.
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Fundamental dimensions of behavior include approach, withdrawal, domination, submission, indicating and dearousing maneuvers. Generically, approach involves flexion at many joints, withdrawal involves extension. Dominating involves moving upwards, submitting involves moving downwards. Indicating involves pointing. Repetitive meaningless motions control anxiety. These movement patterns are found in behaviorally simple animals, and in young infants, except for pointing, which emerges in babies at about 11 months of age. When human adults express thoughts that have directional attributes in fact or in metaphor, co-occurring gestures are likely to have corresponding characteristics that are observed early in neuromotor development.
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Blake, Joanna, Grace Vitale, Patricia Osborne, and Esther Olshansky. "A cross-cultural comparison of communicative gestures in human infants during the transition to language." Gesture 5, no. 1-2 (2005): 201–17. http://dx.doi.org/10.1075/gest.5.1-2.14bla.
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The entire bodily gestural repertoire of four different infant groups was coded over the age period of 9 to 15 months. Two small samples of English-Canadian and Parisian-French infants were filmed every two weeks at home. A larger sample of Japanese infants was visited for 7 sessions and of Italian-Canadian infants for 4 sessions at 9 months and 15 months and again at 3 years. Language measures were collected for the last two groups. Increases in Comment gestures, particularly pointing, in Object exchange gestures, and in Agency gestures were found across almost all groups. Decreases in Reach-request and in Emotive gestures were also found for most groups. The increasing group of gestures was positively related to vocabulary acquisition, particularly to receptive vocabulary. Reach-request and Protest gestures at 15 months were negative related to different aspects of language at 3 years. The importance of examining the entire nonverbal communicative repertoire across cultures is discussed in terms of assessing the relationship of gestures to language acquisition. Changes in the gestural repertoire appear to be universal across infants of different cultures, at least those examined.
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Blake, Joanna, Grace Vitale, Patricia Osborne, and Esther Olshansky. "A cross-cultural comparison of communicative gestures in human infants during the transition to language." Gestural Communication in Nonhuman and Human Primates 5, no. 1-2 (December 16, 2005): 201–17. http://dx.doi.org/10.1075/gest.5.1.14bla.
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The entire bodily gestural repertoire of four different infant groups was coded over the age period of 9 to 15 months. Two small samples of English-Canadian and Parisian-French infants were filmed every two weeks at home. A larger sample of Japanese infants was visited for 7 sessions and of Italian-Canadian infants for 4 sessions at 9 months and 15 months and again at 3 years. Language measures were collected for the last two groups. Increases in Comment gestures, particularly pointing, in Object exchange gestures, and in Agency gestures were found across almost all groups. Decreases in Reach-request and in Emotive gestures were also found for most groups. The increasing group of gestures was positively related to vocabulary acquisition, particularly to receptive vocabulary. Reach-request and Protest gestures at 15 months were negative related to different aspects of language at 3 years. The importance of examining the entire nonverbal communicative repertoire across cultures is discussed in terms of assessing the relationship of gestures to language acquisition. Changes in the gestural repertoire appear to be universal across infants of different cultures, at least those examined.
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Morgenstern, Aliyah, Stéphanie Caët, Marie Collombel-Leroy, Fanny Limousin, and Marion Blondel. "From gesture to sign and from gesture to word." Gesture and Multimodal Development 10, no. 2-3 (December 31, 2010): 172–202. http://dx.doi.org/10.1075/gest.10.2-3.04mor.
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In this paper, we explore the issue of (dis)continuity between gestures and signs and gestures and words by comparing three longitudinal follow-ups of a hearing monolingual French speaking child, a deaf signing child (LSF), and a hearing bilingual (French-LSF) child. Our study indicates that the development of the same manual form (the index finger point) is influenced by the input children receive in the modalities they have at their disposal. Interestingly, the bilingual (French-LSF) child presents an intermediate profile as far as the number of points she uses is concerned. Our analyses do not enable us to differentiate pointing “gestures” from pointing used as a linguistic sign since we could observe no systematic formal distinction. But our study suggests that pointing facilitates the three children’s entry into syntax: pointing gestures or/and signs are more and more combined to words and/or signs, facial expressions, gaze, in complex linguistic productions and with more and more deictic and anaphoric values.
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Bahri, Syamsul, Anastasya Dwika Simanjuntak, Aynen Kresensia Br Sembiring, and Steven Nikson Sitanggang. "Gesture and Their Meaning of Artistic Movements in Welcoming Guest in Indonesia." International Journal of Advanced Technology and Social Sciences 2, no. 1 (January 25, 2024): 21–36. http://dx.doi.org/10.59890/ijatss.v2i1.982.
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This research explores the gestures and meanings embedded in traditional regional dances of Indonesia, particularly those associated with welcoming guests. Recognizing the diminishing interest in these cultural practices among the younger generation. The study aims to provide insights into the significance of movements in dances from various Indonesian regions. The analysis draws on semiotic theory (Charles Sanders Peirce, 1857-1914), categorizing dance gestures into iconic, deictic, metaphoric, and beat forms. The researcher are interested in exploring gesture and their meaning of artistic movements in welcoming guest in Indonesia. Examining 10 regional dance videos, the researchers found that iconic gestures, visually depicting objects or concepts, dominate the welcoming dances, comprising 48% of the observed movements. Metaphoric gestures, conveying abstract concepts, follow at 32%, while deictic gestures, pointing to specific objects or people, constitute 12%. Beat gestures, synchronized with the rhythm of music or dance, account for 8%. This study contributes to preserving and understanding the cultural richness encapsulated in the gestures of traditional Indonesian dances, emphasizing the need to safeguard this heritage for future generations
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LI, Heng. "Pointing Gestures: Evidence from Animal Communication System." Advances in Psychological Science 22, no. 9 (2014): 1496. http://dx.doi.org/10.3724/sp.j.1042.2014.01496.
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