Competing conceptual representations trigger co-speech representational gestures

2009 ◽  
Vol 24 (5) ◽  
pp. 761-775 ◽  
Author(s):  
Sotaro Kita ◽  
Thomas Stephen Davies
2004 ◽  
Vol 4 (4) ◽  
pp. 466-482 ◽  
Author(s):  
I. P. KAN ◽  
S. L. THOMPSON-SCHILL

2020 ◽  
Vol 11 (2) ◽  
pp. 47-61
Author(s):  
Oleg Leszczak

The purpose of the article is to show the dependence of the image on the cultural and civilizational factors determining it, i.e. from the system of stereotypes and conceptual representations that dominate in a particular society. As an example of such causation in the formation of a socially significant image, were chosen the science and the scientist, and Russia, Ukraine and Poland – as an example of cultural and civilizational space. In various cultural and civilization types science can be treated as secret or utilitarian knowledge, as sanctioned knowledge, as inspired knowledge, as a critical discourse or as a product and commodity.


Gesture ◽  
2020 ◽  
Vol 19 (2-3) ◽  
pp. 299-334
Author(s):  
Arianna Bello ◽  
Silvia Stefanini ◽  
Pasquale Rinaldi ◽  
Daniela Onofrio ◽  
Virginia Volterra

Abstract In early communicative development, children with Down syndrome (DS) make extensive use of gestures to compensate for articulatory difficulties. Here, we analyzed the symbolic strategies that underlie this gesture production, compared to that used by typically developing children. Using the same picture-naming task, 79 representational gestures produced by 10 children with DS and 42 representational gestures produced by 10 typically developing children of comparable developmental age (3;1 vs. 2;9, respectively) were collected. The gestures were analyzed and classified according to four symbolic strategies. The two groups performed all of the strategies, with no significant differences for either choice or frequency of the strategies used. The item analysis highlighted that some photographs tended to elicit the use of the same strategy in both groups. These results indicate that similar symbolic strategies are active in children with DS as in typically developing children, which suggests interesting similarities in their symbolic development.


Gesture ◽  
2007 ◽  
Vol 7 (1) ◽  
pp. 73-95 ◽  
Author(s):  
Autumn B. Hostetter ◽  
Martha W. Alibali

Individuals differ greatly in how often they gesture when they speak. This study investigated relations between speakers’ verbal and spatial skills and their gesture rates. Two types of verbal skill were measured: semantic fluency, which is thought to index efficiency with lexical access, and phonemic fluency, which is thought to index efficiency with organizing the lexicon in novel ways. Spatial skill was measured with a visualization task. We hypothesized that individuals with low verbal skill but high spatial visualization skill would gesture most often, due to having mental images not closely linked to verbal forms. This hypothesis was supported for phonemic fluency, but not for semantic fluency. We also found that individuals with low phonemic fluency and individuals with high phonemic fluency produced representational gestures at higher rates than individuals with average phonemic fluency. The findings indicate that individual differences in gesture production are associated with individual differences in cognitive skills.


Author(s):  
Joao Mario Lopes Brezolin ◽  
Sandro Rama Fiorini ◽  
Marcia De Borba Campos ◽  
Rafael H. Bordini

2021 ◽  
Author(s):  
Molly Lewis ◽  
Anjali Balamurugan ◽  
Bin Zheng ◽  
Gary Lupyan

The study of mental representations of concepts has historically focused on the representations of the “average” person. Here, we shift away from this aggregate view and examine the principles of variability across people in conceptual representations. Using a database of millions of sketches by people worldwide, we ask what predicts whether people converge or diverge in their representations of a specific concept, and which kinds of concepts tend to be more or less variable.We find that larger and more dense populations tend to have less variable representations, and concepts high in valence and arousal tend to be less variable across people. Further, two countries tend to have people with more similar conceptual representations when they are linguistically, geographically, and culturally similar. Our work provides the first characterization of the principles of variability in shared meaning across a large, diverse sample of participants.


2019 ◽  
Author(s):  
Gabriella Vigliocco ◽  
Yasamin Motamedi ◽  
Margherita Murgiano ◽  
Elizabeth Wonnacott ◽  
Chloë Marshall ◽  
...  

Most research on how children learn the mapping between words and world has assumed that language is arbitrary, and has investigated language learning in contexts in which objects referred to are present in the environment. Here, we report analyses of a semi-naturalistic corpus of caregivers talking to their 2-3 year-old. We focus on caregivers’ use of non-arbitrary cues across different expressive channels: both iconic (onomatopoeia and representational gestures) and indexical (points and actions with objects). We ask if these cues are used differently when talking about objects known or unknown to the child, and when the referred objects are present or absent. We hypothesize that caregivers would use these cues more often with objects novel to the child. Moreover, they would use the iconic cues especially when objects are absent because iconic cues bring to the mind’s eye properties of referents. We find that cue distribution differs: all cues except points are more common for unknown objects indicating their potential role in learning; onomatopoeia and representational gestures are more common for displaced contexts whereas indexical cues are more common when objects are present. Thus, caregivers provide multimodal non-arbitrary cues to support children’s vocabulary learning and iconicity – specifically – can support linking mental representations for objects and labels.


2019 ◽  
Author(s):  
Lauren Marie Ackerman

This paper presents a framework for how the multifaceted nature of "gender" (human and linguistic) interacts with grammatical operations such as coreference dependency formation. It frames the question through the lens of English, in which it focuses on how personal names and referents who identify as nonbinary can provide insight into the conceptual representations of gender. Additional data from a variety of modern languages supports a model of how gender might be cognitively represented such that the observed linguistic patterns are available. A three-tiered model of gender is proposed that unites grammatical, cognitive, social, and biological aspects and describes how implications of this model might be tested in future work.


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