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Meyer KR, Blades M, Krähenbühl S. The Gestural Misinformation Effect in Child Interviews in Switzerland. JOURNAL OF NONVERBAL BEHAVIOR 2023. [DOI: 10.1007/s10919-022-00419-0] [Citation(s) in RCA: 0] [Impact Index Per Article: 0] [Reference Citation Analysis] [Abstract] [Track Full Text] [Journal Information] [Subscribe] [Scholar Register] [Indexed: 01/26/2023]
Abstract
AbstractGestures embody concepts in the form of universal representations. Researchers have highlighted that social communication often embodies nonverbal behavior. A forensic interviewer’s nonverbal behavior, such as gesturing during an interview, could communicate misleading information and may cause inaccuracies in the interviewees’ testimonies. The current study was conducted in Switzerland and included 108 child participants, in three age groups (a younger sample aged 6–9 years, n = 32) (a middle sample aged 10–11 years, n = 40) and an older sample aged 12–13 years, n = 36). Participants viewed a video and completed an interview about the video, individually, immediately after. During the questioning, the interviewer deliberately misled the interviewees with nonverbal gestures. The results showed that 95 children were misled by at least one gesture and that gestures led to a significant decrease in accuracy. Children also incorporated misleading gestures and reported false information; adding to existing evidence that misinformation can also be communicated through nonverbal gestures. Our findings demonstrate the negative influence of misleading gestures in child eyewitness interviews and provide more evidence for the robustness of the gestural misinformation effect, reported in previous research.
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Gestural communication in olive baboons (Papio anubis): repertoire and intentionality. Anim Cogn 2019; 23:19-40. [DOI: 10.1007/s10071-019-01312-y] [Citation(s) in RCA: 12] [Impact Index Per Article: 2.4] [Reference Citation Analysis] [Track Full Text] [Journal Information] [Subscribe] [Scholar Register] [Received: 01/16/2019] [Revised: 09/06/2019] [Accepted: 09/21/2019] [Indexed: 02/07/2023]
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Kersken V, Gómez JC, Liszkowski U, Soldati A, Hobaiter C. A gestural repertoire of 1- to 2-year-old human children: in search of the ape gestures. Anim Cogn 2019; 22:577-595. [PMID: 30196330 PMCID: PMC6647402 DOI: 10.1007/s10071-018-1213-z] [Citation(s) in RCA: 17] [Impact Index Per Article: 3.4] [Reference Citation Analysis] [Abstract] [Key Words] [MESH Headings] [Grants] [Track Full Text] [Download PDF] [Figures] [Journal Information] [Subscribe] [Scholar Register] [Received: 03/13/2017] [Revised: 08/02/2018] [Accepted: 08/29/2018] [Indexed: 02/07/2023]
Abstract
When we compare human gestures to those of other apes, it looks at first like there is nothing much to compare at all. In adult humans, gestures are thought to be a window into the thought processes accompanying language, and sign languages are equal to spoken language with all of its features. Some research firmly emphasises the differences between human gestures and those of other apes; however, the question about whether there are any commonalities is rarely investigated, and has mostly been confined to pointing gestures. The gestural repertoires of nonhuman ape species have been carefully studied and described with regard to their form and function-but similar approaches are much rarer in the study of human gestures. This paper applies the methodology commonly used in the study of nonhuman ape gestures to the gestural communication of human children in their second year of life. We recorded (n = 13) children's gestures in a natural setting with peers and caregivers in Germany and Uganda. Children employed 52 distinct gestures, 46 (89%) of which are present in the chimpanzee repertoire. Like chimpanzees, they used them both singly, and in sequences, and employed individual gestures flexibly towards different goals.
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Affiliation(s)
- Verena Kersken
- School of Psychology and Neuroscience, University of St Andrews, St Andrews, KY16 9JP, Scotland, UK
- Budongo Conservation Field Station, P.O. Box 32, Masindi, Uganda
- Department of Cognitive Developmental Psychology, University of Göttingen, Waldweg 26, 37073, Göttingen, Germany
| | - Juan-Carlos Gómez
- School of Psychology and Neuroscience, University of St Andrews, St Andrews, KY16 9JP, Scotland, UK
| | - Ulf Liszkowski
- Department of Developmental Psychology, Hamburg University, Von-Melle-Park 5, 20146, Hamburg, Germany
| | - Adrian Soldati
- School of Psychology and Neuroscience, University of St Andrews, St Andrews, KY16 9JP, Scotland, UK
- Department of Comparative Cognition, University of Neuchatel, Neuchatel, Switzerland
| | - Catherine Hobaiter
- School of Psychology and Neuroscience, University of St Andrews, St Andrews, KY16 9JP, Scotland, UK.
- Budongo Conservation Field Station, P.O. Box 32, Masindi, Uganda.
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Volterra V, Capirci O, Caselli MC, Rinaldi P, Sparaci L. Developmental evidence for continuity from action to gesture to sign/word. ACTA ACUST UNITED AC 2017. [DOI: 10.1075/lia.8.1.02vol] [Citation(s) in RCA: 26] [Impact Index Per Article: 3.7] [Reference Citation Analysis] [Abstract] [Track Full Text] [Journal Information] [Subscribe] [Scholar Register] [Indexed: 11/24/2022]
Abstract
Abstract
What is linguistic communication and what is it not? Even if we often convey meanings through visible bodily actions, these are rarely considered part of human language. However, co-verbal gestures have compositional structure and semantic significance, while highly iconic structures are essential in sign languages. This paper offers a review of major studies conducted in our lab on the continuity from actions to gestures to words/signs in development. After a brief introduction, we show how gestures may bridge the gap between actions and words and how this interrelationship extends beyond early childhood and across cultures. We stress the role of sign language and multimodal communication in the study of language as a form of action and present recent research on motoric aspects of human communication. Studying the visible actions of speakers and signers leads to a revision of the traditional dichotomy between linguistic and enacted, and to the development of a new approach to embodied language.
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Affiliation(s)
- Virginia Volterra
- Institute of Cognitive Sciences and Technologies (ISTC), National Research Council (CNR) of Italy, Rome, Italy
| | - Olga Capirci
- Institute of Cognitive Sciences and Technologies (ISTC), National Research Council (CNR) of Italy, Rome, Italy
| | - Maria Cristina Caselli
- Institute of Cognitive Sciences and Technologies (ISTC), National Research Council (CNR) of Italy, Rome, Italy
| | - Pasquale Rinaldi
- Institute of Cognitive Sciences and Technologies (ISTC), National Research Council (CNR) of Italy, Rome, Italy
| | - Laura Sparaci
- Institute of Cognitive Sciences and Technologies (ISTC), National Research Council (CNR) of Italy, Rome, Italy
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Olson J, Masur EF. Mothers' labeling responses to infants' gestures predict vocabulary outcomes. JOURNAL OF CHILD LANGUAGE 2015; 42:1289-1311. [PMID: 25643656 DOI: 10.1017/s0305000914000828] [Citation(s) in RCA: 21] [Impact Index Per Article: 2.3] [Reference Citation Analysis] [Abstract] [MESH Headings] [Track Full Text] [Subscribe] [Scholar Register] [Indexed: 06/04/2023]
Abstract
Twenty-nine infants aged 1;1 and their mothers were videotaped while interacting with toys for 18 minutes. Six experimental stimuli were presented to elicit infant communicative bids in two communicative intent contexts - proto-declarative and proto-imperative. Mothers' verbal responses to infants' gestural and non-gestural communicative bids were coded for object and action labels. Relations between maternal labeling responses and infants' vocabularies at 1;1 and 1;5 were examined. Mothers' labeling responses to infants' gestural communicative bids were concurrently and predictively related to infants' vocabularies, whereas responses to non-gestural communicative bids were not. Mothers' object labeling following gestures in the proto-declarative context mediated the association from infants' gesturing in the proto-declarative context to concurrent noun lexicons and was the strongest predictor of subsequent noun lexicons. Mothers' action labeling after infants' gestural bids in the proto-imperative context predicted infants' acquisition of action words at 1;5. Findings show that mothers' responsive labeling explain specific relations between infants' gestures and their vocabulary development.
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Wagener U. Young Children’s Self-Regulated Learning: A Reflection on Pintrich’s Model From a Microanalytic Perspective. JOURNAL OF COGNITIVE EDUCATION AND PSYCHOLOGY 2013. [DOI: 10.1891/1945-8959.12.3.306] [Citation(s) in RCA: 1] [Impact Index Per Article: 0.1] [Reference Citation Analysis] [Abstract] [Track Full Text] [Journal Information] [Subscribe] [Scholar Register] [Indexed: 11/25/2022]
Abstract
This article argues that self-regulated learning (SRL) in the classroom is social and dynamic and has to be examined in its complexity to uncover children’s competencies in this area. A qualitative study on children aged 6–8 years is presented in which observation was combined with interviews to uncover the interplay between children’s actions and reflections. Results and examples are presented showing that children used SRL but showed more of it in the observations than in the interviews. Pintrich’s (2000) model of SRL was used in the analysis and questions, as they have appeared in the analysis, will be discussed. Based on this study, this article argues that it is crucial to always consider social aspects in the investigation of SRL in school and that nonverbal indicators should be included in the analysis. The interaction of explicit and implicit processing is underlined as an important issue for further research.
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Liebal K, Call J. The origins of non-human primates' manual gestures. Philos Trans R Soc Lond B Biol Sci 2012; 367:118-28. [PMID: 22106431 DOI: 10.1098/rstb.2011.0044] [Citation(s) in RCA: 67] [Impact Index Per Article: 5.6] [Reference Citation Analysis] [Abstract] [Track Full Text] [Journal Information] [Subscribe] [Scholar Register] [Indexed: 11/12/2022] Open
Abstract
The increasing body of research into human and non-human primates' gestural communication reflects the interest in a comparative approach to human communication, particularly possible scenarios of language evolution. One of the central challenges of this field of research is to identify appropriate criteria to differentiate a gesture from other non-communicative actions. After an introduction to the criteria currently used to define non-human primates' gestures and an overview of ongoing research, we discuss different pathways of how manual actions are transformed into manual gestures in both phylogeny and ontogeny. Currently, the relationship between actions and gestures is not only investigated on a behavioural, but also on a neural level. Here, we focus on recent evidence concerning the differential laterality of manual actions and gestures in apes in the framework of a functional asymmetry of the brain for both hand use and language.
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Affiliation(s)
- Katja Liebal
- Department of Education and Psychology, Cluster Languages of Emotion, Freie Universität Berlin, Habelschwerdter Allee 45, 14195 Berlin, Germany.
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Delgado B, Gómez JC, Sarriá E. Pointing gestures as a cognitive tool in young children: Experimental evidence. J Exp Child Psychol 2011; 110:299-312. [DOI: 10.1016/j.jecp.2011.04.010] [Citation(s) in RCA: 22] [Impact Index Per Article: 1.7] [Reference Citation Analysis] [Track Full Text] [Journal Information] [Subscribe] [Scholar Register] [Received: 06/29/2010] [Revised: 04/19/2011] [Accepted: 04/19/2011] [Indexed: 11/27/2022]
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Olson J, Masur EF. Infants' gestures influence mothers' provision of object, action and internal state labels. JOURNAL OF CHILD LANGUAGE 2011; 38:1028-1054. [PMID: 21306658 DOI: 10.1017/s0305000910000565] [Citation(s) in RCA: 28] [Impact Index Per Article: 2.2] [Reference Citation Analysis] [Abstract] [MESH Headings] [Track Full Text] [Subscribe] [Scholar Register] [Indexed: 05/30/2023]
Abstract
Twenty-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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Affiliation(s)
- Janet Olson
- School of Allied Health & Communicative Disorders, Northern Illinois University, DeKalb, IL 60115, USA.
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Kirk E, Pine KJ, Ryder N. I hear what you say but I see what you mean: The role of gestures in children's pragmatic comprehension. ACTA ACUST UNITED AC 2011. [DOI: 10.1080/01690961003752348] [Citation(s) in RCA: 12] [Impact Index Per Article: 0.9] [Reference Citation Analysis] [Track Full Text] [Journal Information] [Subscribe] [Scholar Register] [Indexed: 10/19/2022]
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Góngora X, Farkas C. Infant sign language program effects on synchronic mother–infant interactions. Infant Behav Dev 2009; 32:216-25. [DOI: 10.1016/j.infbeh.2008.12.011] [Citation(s) in RCA: 8] [Impact Index Per Article: 0.5] [Reference Citation Analysis] [Track Full Text] [Journal Information] [Subscribe] [Scholar Register] [Received: 03/06/2008] [Revised: 08/21/2008] [Accepted: 12/31/2008] [Indexed: 10/21/2022]
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Pine KJ, Lufkin N, Kirk E, Messer D. A microgenetic analysis of the relationship between speech and gesture in children: Evidence for semantic and temporal asynchrony. ACTA ACUST UNITED AC 2007. [DOI: 10.1080/01690960600630881] [Citation(s) in RCA: 15] [Impact Index Per Article: 0.9] [Reference Citation Analysis] [Track Full Text] [Journal Information] [Subscribe] [Scholar Register] [Indexed: 10/24/2022]
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Giving Memory a Hand: Instructing Children to Gesture Enhances their Event Recall. JOURNAL OF NONVERBAL BEHAVIOR 2005. [DOI: 10.1007/s10919-005-7721-y] [Citation(s) in RCA: 54] [Impact Index Per Article: 2.8] [Reference Citation Analysis] [Track Full Text] [Journal Information] [Subscribe] [Scholar Register] [Indexed: 11/26/2022]
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Abstract
This research extends the range of domains within which children's gestures are found to play an important role in learning. The study involves children learning about balance, and the authors locate children's gestures within a relevant model of cognitive development--the representational redescription model (A. Karmiloff-Smith, 1992). The speech and gestures of children explaining a balance task were examined. Approximately one third of the children expressed one idea in speech and another in gesture. These children made significantly more learning gains than children whose gestures and speech matched. Children's gestures were an indicator, at pretest, of readiness to learn and of cognitive gains. The authors conclude that children's gestures provide crucial insight into their cognitive state and illuminate the process of learning and representational change.
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