doi:

DOI:

Advances in Psychological Science (心理科学进展) 2018/26:5 PP.796-809

Cognitive characteristics of communicative gestures


Abstract:
Gesture is an important nonverbal medium in the process of language communication,which is not only closely related to the interaction of language,but also has different cognitive characteristics of communication.The key points are summarized as follows:the relationship between gestures and language communication,the relatively independent communication features of gestures,and the characteristics of gesture communication in educational situations.This paper puts forward:Firstly,the joint expression of gestures and language promotes language occurrence and semantic understanding,integration and memory;Secondly,gestures have a certain degree of independent communication,and mismatches between gestures and language reflect changes in the communicative information and communicative cognition;Finally,in the context of education,teachers' gesture expressions can guide students' attention and clarify language information.Students' gesture communication can help to promote the cognitive process of learning.Future studies are needed to furtherly explore:impact of gesture on language communication function;the characteristics and advantages of the cognitive mechanism of gesture communication in language communication;cognitive mechanism of gesture communication efficiency in education environment;influencing factors,general characteristics and individual differences of gesture communication.

Key words:communication,gesture,cognition

ReleaseDate:2018-07-02 16:10:47



张恒超. (2013). 参照性交流中的"听者设计". 心理发展与教育, 29(5), 552-560.

张恒超. (2017). 共享因素对参照性交流双方学习的影响. 心理学报, 49(2), 197-205.

张恒超. (2018). 交流语言认知特征. 心理科学进展, 26(2), 270-282.

张恒超, 阴国恩. (2014). 参照性交流中的非策略性认知过程. 心理研究, 7(5), 7-14.

Airenti, G., & Plebe, A. (2017). Editorial:Context in communication:A cognitive view. Frontiers in Psychology, 8, 115.

Alibali, M. W., & Kita, S. (2010). Gesture highlights perceptually present information for speakers. Gesture, 10(1), 3-28.

Alibali, M. W., Nathan, M. J.,Wolfgram, M. S., Church, R. B., Jacobs, S. A., Johnson Martinez, C., & Knuth, E. J. (2014). How teachers link ideas in mathematics instruction using speech and gesture:A corpus analysis. Cognition and Instruction, 32, 65-100.

Alibali, M. W., Spencer, R. C., Knox, L., & Kita, S. (2011). Spontaneous gestures influence strategy choices in problem solving. Psychological Science, 22(9), 1138-1144.

Arbib, M. A., Gasser, B., & Barrès, V. (2014). Language is handy but is it embodied?. Neuropsychologia, 55, 57-70.

Arnold, J. E., Kahn, J. M., & Pancani, G. C. (2012). Audience design affects acoustic reduction via production facilitation. Psychonomic Bulletin & Review, 19(3), 505-512.

Beaudoin-Ryan, L., & Goldin-Meadow, S. (2014). Teaching moral reasoning through gesture. Developmental Science, 17(6), 984-990.

Brentari, D., Di Renzo, A., Keane, J., & Volterra, V. (2015). Cognitive, cultural, and linguistic sources of a handshape distinction expressing agentivity. Topics in Cognitive Science, 7(1), 95-123.

Broaders, S. C., Cook, S. W., Mitchell, Z., & Goldin-Meadow, S. (2007). Making children gesture brings out implicit knowledge and leads to learning. Journal of Experimental Psychology:General, 136(4), 539-550.

Broaders, S. C., & Goldin-Meadow, S. (2010). Truth is at hand:How gesture adds information during investigative interviews. Psychological Science, 21(5), 623-628.

Brooks, N., & Goldin-Meadow, S. (2016). Moving to learn:How guiding the hands can set the stage for learning. Cognitive Science A Multidisciplinary Journal, 40(7), 1831-1849.

Buz, E., Tanenhaus, M. K., & Jaeger, T. F. (2016). Dynamically adapted context-specific hyper-articulation:Feedback from interlocutors affects speakers' subsequent pronunciations. Journal of Memory and Language, 89, 68-86.

Chow, H. M., Mar, R. A., Xu, Y. S., Liu, S. Y., Wagage, S., & Braun, A. R. (2014). Embodied comprehension of stories:Interactions between language regions and modality-specific neural systems. Journal of Cognitive Neuroscience, 26(2), 279-295.

Christensen, P., Fusaroli, R., & Tylén, K. (2016). Environmental constraints shaping constituent order in emerging communication systems:Structural iconicity, interactive alignment and conventionalization. Cognition, 146, 67-80.

Chu, M. Y., & Kita, S. (2016). Co-thought and co-speech gestures are generated by the same action generation process. Journal of Experimental Psychology:Learning, Memory, and Cognition, 42(2), 257-270.

Church, R. B., Ayman-Nolley, S., & Mahootian, S. (2004). The role of gesture in bilingual education:Does gesture enhance learning?. International Journal of Bilingual Education and Bilingualism, 7(4), 303-319.

Clark, H. H. (1996). Using language. Cambridge:Cambridge University Press.

Congdon, E. L., Novack, M. A., Brooks, N., Hemani-Lopez, N., O'Keefe, L., & Goldin-Meadow, S. (2017). Better together:Simultaneous presentation of speech and gesture in math instruction supports generalization and retention. Learning and Instruction, 50, 65-74.

Cook, S. W., Duffy, R. G., & Fenn, K. M. (2013). Consolidation and transfer of learning after observing hand gesture. Child Development, 84(6), 1863-1871.

Cook, S. W., & Goldin-Meadow, S. (2006). The role of gesture in learning:Do children use their hands to change their minds?. Journal of Cognition and Development, 7(2), 211-232.

Cook, S. W., Mitchell, Z., & Goldin-Meadow, S. (2008). Gesturing makes learning last. Cognition, 106(2), 1047-1058.

De Marco, D., De Stefani, E., & Gentilucci, M. (2015). Gesture and word analysis:The same or different processes?. NeuroImage, 117, 375-385.

Fussell, S. R., & Krauss, R. M. (1992). Coordination of knowledge in communication:Effects of speakers' assumptions about what others know. Journal of Personality and Social Psychology, 62, 378-391.

Gahl, S., & Strand, J. F. (2016). Many neighborhoods:Phonological and perceptual neighborhood density in lexical production and perception. Journal of Memory and Language, 89, 162-178.

Glenberg, A. M., & Gallese, V. (2012). Action-based language:A theory of language acquisition, comprehension, and production. Cortex, 48(7), 905-922.

Goldin-Meadow, S. (2015). From action to abstraction:Gesture as a mechanism of change. Developmental Review, 38, 167-184.

Goldin-Meadow, S., Nusbaum, H., Kelly, S. D., & Wagner, S. (2001). Explaining math:Gesturing lightens the load. Psychological Science, 12(6), 516-522.

Goldin-Meadow, S., & Singer, M. A. (2003). From children's hands to adults' ears:Gesture's role in the learning process. Developmental Psychology, 39(3), 509-520.

Graziano, M., & Gullberg, M. (2013). Gesture production and speech fluency in competent speakers and language learners. Tilburg Gesture Research Meeting (TiGeR) 2013. Tilburg University.

Green, J., Kelly, B. F., & Schembri, A. (2014). Finding common ground:Sign language and gesture research in Australia. Australian Journal of Linguistics, 34(2), 185-192.

Grenoble, L. A., Martinović, M., & Baglini, R. (2014). Verbal gestures in Wolof. In Selected Proceedings of the 44th annual conference on African linguistics (pp. 110-121). Somerville, MA:Cascadilla Press.

Hellbernd, N., & Sammler, D. (2016). Prosody conveys speaker's intentions:Acoustic cues for speech act perception. Journal of Memory and Language, 88, 70-86.

Hostetter, A. B. (2011). When do gestures communicate? A meta-analysis. Psychological Bulletin, 137(2), 297-315.

Hostetter, A. B., & Alibali, M. W. (2010). Language, gesture, action! A test of the Gesture as Simulated Action framework. Journal of Memory and Language, 63(2), 245-257.

Hostetter, A. B., Alibali, M. W., & Kita, S. (2007). I see it in my hands' eye:Representational gestures reflect conceptual demands. Language and Cognitive Processes, 22(3), 313-336.

Hostetter, A. B., & Potthoff, A. L. (2012). Effects of personality and social situation on representational gesture production. Gesture, 12(1), 62-83.

Hu, F. T., Ginns, P., & Bobis, J. (2015). Getting the point:Tracing worked examples enhances learning. Learning & Instruction, 35, 85-93.

Iverson, J. M., & Goldin-Meadow, S. (1998). Why people gesture when they speak. Nature, 396, 228.

Jacobs, N., & Garnham, A. (2007). The role of conversational hand gestures in a narrative task. Journal of Memory and Language, 56(2), 291-303.

Kelly, S. D., & Church, R. B. (1998). A comparison between children's and adults' ability to detect conceptual information conveyed through representational gestures. Child Development, 69(1), 85-93.

Kelly, S. D., Özyürek, A., & Maris, E. (2010). Two sides of the same coin:Speech and gesture mutually interact to enhance comprehension. Psychological Science, 21(2), 260-267.

Kita, S., & Özyürek, A. (2003). What does cross-linguistic variation in semantic coordination of speech and gesture reveal?:Evidence for an interface representation of spatial thinking and speaking. Journal of Memory and Language, 48(1), 16-32.

Koppensteiner, M., Stephan, P., & Jäschke, J. P. M. (2016). Moving speeches:Dominance, trustworthiness and competence in body motion. Personality and Individual Differences, 94, 101-106.

Krauss, R. M., Chen, Y., & Gottesman, R. (2000). Lexical gestures and lexical access:A process model. In D. McNeill (Ed.), Language and gesture (pp. 261-283). Cambridge, UK:Cambridge University Press.

Krauss, R. M., & Weinheimer, S. (1964). Changes in reference phrases as a function of frequency of usage in social interaction:A preliminary study. Psychonomic Science, 1, 113-114.

Levinson, S. C. (2016). Turn-taking in human communication-origins and implications for language processing. Trends in Cognitive Sciences, 20(1), 6-14.

Louwerse, M. M. (2011). Symbol interdependency in symbolic and embodied cognition. Topics in Cognitive Science, 3(2), 273-302.

Mahon, B. Z., & Caramazza, A. (2008). A critical look at the embodied cognition hypothesis and a new proposal for grounding conceptual content. Journal of Physiology-Paris, 102, 59-70.

McNeill, D., & Duncan, S. D. (2000). Growth points in thinking-for-speaking. In D. McNeill (Ed.), Language and gesture (pp. 141-161). Cambridge, UK:Cambridge University Press.

Melinger, A., & Levelt, W. J. (2004). Gesture and the communicative intention of the speaker. Gesture, 4(2), 119-141.

Morsella, E., & Krauss, R. M. (2004). The role of gestures in spatial working memory and speech. The American Journal of Psychology, 117, 411-424.

Newcombe, N. S. (2010). Picture this:Increasing math and science learning by improving spatial thinking. American Educator, 34(2), 29-35.

Nicoladis, E., Pika, S., Yin, H., & Marentette, P. (2007). Gesture use in story recall by Chinese-English bilinguals. Applied Psycholinguistics, 28(4), 721-735.

Novack, M. A., Congdon, E. L., Hemani-Lopez, N., & Goldin-Meadow, S. (2014). From action to abstraction:Using the hands to learn math. Psychological Science, 25(4), 903-910.

Novack, M., & Goldin-Meadow, S. (2015). Learning from gesture:How our hands change our minds. Educational Psychology Review, 27(3), 405-412.

Novack, M. A., Goldin-Meadow, S., & Woodward, A. L. (2015). Learning from gesture:How early does it happen?. Cognition, 142, 138-147.

O'Carroll, S., Nicoladis, E., & Smithson, L. (2015). The effect of extroversion on communication:Evidence from an interlocutor visibility manipulation. Speech Communication, 69, 1-8.

Özyürek, A., Kita, S., Allen, S., Brown, A., Furman, R., & Ishizuka, T. (2008). Development of cross-linguistic variation in speech and gesture:Motion events in English and Turkish. Developmental Psychology, 44(4), 1040-1054.

Perniss, P., & Özyürek, A. (2008). Representations of action, motion, and location in sign space:A comparison of German (DGS) and Turkish (TİD) Sign Language narratives. Signs of the Time:Selected Papers from TISLR, 8, 353-378.

Perniss, P., Özyürek, A., & Morgan, G. (2015). The influence of the visual modality on language structure and conventionalization:Insights from sign language and gesture. Topics in Cognitive Science, 7, 2-11.

Pickering, M. J., McLean, J. F., & Krayeva, M. (2015). Nonconscious priming of communication. Journal of Experimental Social Psychology, 58, 77-81.

Pine, K. J., Bird, H., & Kirk, E. (2007). The effects of prohibiting gestures on children's lexical retrieval ability. Developmental Science, 10(6), 747-754.

Ping, R. M., & Goldin-Meadow, S. (2008). Hands in the air:Using ungrounded iconic gestures to teach children conservation of quantity. Developmental Psychology, 44(5), 1277-1287.

Ping, R., & Goldin-Meadow, S. (2010). Gesturing saves cognitive resources when talking about nonpresent objects. Cognitive Science, 34(4), 602-619.

Ping, R. M., Goldin-Meadow, S., & Beilock, S. L. (2014). Understanding gesture:Is the listener's motor system involved?. Journal of Experimental Psychology:General, 143(1), 195-204.

Post, L. S., van Gog, T., Paas, F., & Zwaan, R. A. (2013). Effects of simultaneously observing and making gestures while studying grammar animations on cognitive load and learning. Computers in Human Behavior, 29(4), 1450-1455.

Quinto-Pozos, D., & Parrill, F. (2015). Signers and co-speech gesturers adopt similar strategies for portraying viewpoint in narratives. Topics in Cognitive Science, 7(1), 12-35.

Rauscher, F. H., Krauss, R. M., & Chen, Y. (1996). Gesture, speech, and lexical access:The role of lexical movements in speech production. Psychological Science, 7(4), 226-231.

Schuil, K. D. I., Smits, M., & Zwaan, R. A. (2013). Sentential context modulates the involvement of the motor cortex in action language processing:An fMRI study. Frontiers in Human Neuroscience, 7(1), 100.

Singer, M. A., & Goldin-Meadow, S. (2005). Children learn when their teacher's gestures and speech differ. Psychological Science, 16(2), 85-89.

Stieff, M., & Raje, S. (2010). Expert algorithmic and imagistic problem solving strategies in advanced chemistry. Spatial Cognition & Computation, 10(1), 53-81.

Trofatter, C., Kontra, C., Beilock, S., & Goldin-Meadow, S. (2015). Gesturing has a larger impact on problem-solving than action, even when action is accompanied by words. Language, Cognition and Neuroscience, 30(3), 251-260.

Turing, A. M. (1950). Computing machinery and intelligence. Mind, 59(236), 433-460.

Valenzeno, L., Alibali, M. W., & Klatzky, R. (2003). Teachers' gestures facilitate students' learning:A lesson in symmetry. Contemporary Educational Psychology, 28(2), 187-204.

Wakefield, E. M., & James, K. H. (2015). Effects of learning with gesture on children's understanding of a new language concept. Developmental Psychology, 51(8), 1105-1114.

Yu, C., Schermerhorn, P., & Scheutz, M. (2012). Adaptive eye gaze patterns in interactions with human and artificial agents. ACM Transactions on Interactive Intelligent Systems, 1(2), Article No. 13.