1,721,052 research outputs found
The deep versus the shallow : effects of co-speech gestures in learning from discourse
No full textThis study concerned the role of gestures that accompany discourse in deep learning processes. We assumed that co-speech gestures favor the construction of a complete mental representation of the discourse content, and we tested the predictions that a discourse accompanied by gestures, as compared with a discourse not accompanied by gestures, should result in better recollection of conceptual information, a greater number of discourse-based inferences drawn from the information explicitly stated in the discourse, and poorer recognition of verbatim of the discourse. The results of three experiments confirmed these predictions
Non-determinism in the Uptake of Gestural Information
Full text linkIt is well established that gestures and speech form an integrated system of communication; gestures that match the meaning of the speech they accompany favor the listener's discourse comprehension, whereas mismatching gestures whose meaning conveys information contradicting that conveyed by speech, impair comprehension. A less investigated issue is whether or not the uptake of gestural information is a deterministic process. In line with recent studies in the literature, we purport that the process may be modulated by certain factors. In particular, we investigate the role of unrelated gestures whose meaning, which is irrelevant to the speech they accompany, could be neglected. The results of four experiments led us to conclude that unrelated gestures are not processed, and that the uptake of gestural information is a non-deterministic process
A mental model account of enactment effects
No full textThe literature on enactment effects revealed that memory for sentences is improved when
individuals perform the action during the encoding phase; also, the literature on gestures showed a facilitating
effect of co-speech gestures on comprehension and memory. The aim of this paper is to advance a mental model account of the beneficial effects of enactment, and to extend such an account to the facilitatory effect of co-speech gestures. Following
the tenets of mental model theory, we argued that gestures, both observed and produced, favor the construction
of a text/discourse mental mode
Neuropragmatics : extralinguistic pragmatic ability is better preserved in left-hemisphere damaged patients than in right-hemisphere damaged patients
No full textThe aim of the present study is to compare the pragmatic ability of right- and left-hemisphere-damaged patients excluding the possible interference of linguistic deficits. To this aim, we study extralinguistic communication, that is communication performed only through gestures. The Cognitive Pragmatics Theory provides the theoretical framework: it predicts a gradient of difficulty in the comprehension of different pragmatic phenomena, that should be valid independently of the use of language or gestures as communicative means. An experiment involving 10 healthy individuals, 10 right- and 9 left-hemisphere-damaged patients, shows that pragmatic performance is better preserved in left-hemisphere-damaged (LHD) patients than in right-hemisphere-damaged (RHD) patients
Cognitive change in learning from text : gesturing enhances the construction of the text mental model
Full text linkThe literature on co-speech gestures has revealed a facilitating effect of gestures on both the listener’s discourse comprehension and memory, and the speaker’s discourse production. Bucciarelli (2007) and Cutica and Bucciarelli (2008) advanced a mental model account for the cognitive change produced by gestures: Gestures, whether observed or produced, favour the construction of a mental model of the discourse they accompany. In this paper, we focus on gesturing while studying, assuming that gesturing
while reading a text also favours the construction of a mental model of the text. In two experiments we
invited adult participants to study two scientific texts and confirmed the predictions deriving from the
assumption that gestures favour the construction of a mental model of the text: Gesturing while studying
resulted in more correct recollections and text-based inferences (Experiment 1) and loss of verbatim
recall (Experiment 2)
I see what you mean : oral deaf individuals benefit from speaker's gesturing
No full textRecent studies in the psychological literature reveal that cospeech gestures facilitate the construction of an articulated mental model of an oral discourse by hearing individuals. In particular, they facilitate correct recollections and discourse-based inferences at the expense of memory for discourse verbatim. Do gestures accompanying an oral discourse facilitate the construction of a discourse model also by oral deaf individuals trained to lip-read? The atypical cognitive functioning of oral deaf individuals leads to this prediction. Experiments 1 and 2, each conducted on 16 oral deaf individuals, used a recollection task and confirmed the prediction. Experiment 3, conducted on 36 oral deaf individuals, confirmed the prediction using a recognition task
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